Under 5 April 2020

Under 5 the magazine of the early years alliance

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April 2020

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A helping hand

Infection prevention and control

Time for a spring clean?

Activity ideas for a new season

Coronavirus FAQs Business advice for settings

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contents 4

News round up

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

8

My Under 5

10

Letters to the editor

11

What can we do for you?

13

A helping hand

14

Four in a row

16

A curious approach

18

Dealing with disciplinary action

A chance for Alliance member settings to share news of recent events and projects Under 5 readers share their views on the early years sector

12

A chance for Alliance members to share their feedback with us Best practice for preventing the spread of disease in your setting How one setting has managed to ace four Ofsted inspections in a row

16

The philosophy behind The Curiosity Approach’s method How to conduct a disciplinary investigation and hearing

20 How to talk to children about coronavirus

Talking to children about coronavirus and easing their worries

22 Sweet dreams

The Sleep Charity explains why more children are struggling to get to sleep

26

24 Coronavirus: answering common questions

We address some of your most common business questions

26 Getting physical

A first in a new series on the reformed EYFS

28 30 hours - what we know so far

An invitation to take part in a new study on the effect of the 30 hours offer

29 Updates on employment law

How new employment rules could affect your early years setting

30 Time for a spring clean?

Ideas for celebrating the arrival of spring in your service

32 Healthy treats

How to celebrate Easter without excessive amounts of sugar

WELCOME & CONTENTS

welcome

Welcome to Under 5 This issue of Under 5 arrives at a very difficult time for us all. As I write this letter, our readers have recently been instructed to close their services to most children in a bid to stop the further spread of the coronavirus, or COVID-19, in England. The global spread of the virus of course has an impact on us all, but for the already overstretched and underfunded early years sector I know that it is particularly devastating.

The Alliance has been keeping our members up-to-date with the latest information related to the outbreak since early on this year. It has been a challenge with such a fast-moving situation and so many questions around its affect on the sector. We’ve tried to answer some of your most common questions here (page 24) but please do refer to our website and updates from the government for the most up-to-date advice as this is a changing situation.

Aside from business concerns, the coronavirus outbreak has also caused a great amount of stress and anxiety for everyone. For children, this can be a real source of worry as they pick up on what the adults around them are saying. We’ve got some tips for talking to children about the outbreak (page 20) to help ease their worries.

For some much-needed positivity, we’ve spoken to Little Teapots Pre-school about how they managed to achieve four ‘outstanding’ ratings in a row (page 14). We’ve also heard from The Curiosity Approach about the ideology behind their methods (page 16).

We’ve also got some great activity ideas for exploring the theme of spring in your provision (page 30).

If you are planning any Easter celebrations this year, we hear from the Early Years Nutrition Partnership about how you can reduce the amount of sugar offered to children in your service. While of course it’s fine to let children celebrate the season with chocolate, we know that most children will be offered lots of sweet treats outside of your service, so we’ve got some fun ideas for treating the children without chocolate (page 32).

We’ve also got the start of an exciting new series exploring how the reformed EYFS and ELGs could look in practice. Alliance quality and standards manager Melanie Pilcher has some insight and ideas – starting with Physical Activity (page 26).

While I know that many of you reading this may have closed your provision completely, or are likely running a greatly reduced service for key worker families and vulnerable children, I do hope that you still find this issue useful for future planning. In times like these, I am sure that families will realise just how important your work is to them.

As ever, please do stay in touch with us at editor.u5@eyalliance.org.uk.

Rachel Lawler, editor

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in brief...

EMERGENCY FUNDING: A petition calling for ‘emergency funding’ for nurseries during the COVID-19 outbreak attracted more than 100,00 signatures, qualifying the topic for a parliamentary debate.

Supermarkets asked to support sector

round-up Government will pay up to 80% of wages during coronavirus crisis Chancellor Rishi Sunak has announced plans for the government to pay employers up to 80% of employees’ wages during the coronavirus crisis.

Businesses in the UK will be able to apply for up to £2,500 a month for each worker – which is equivalent to a median-rate salary.

The Chancellor says that this means that businesses should be able to retain their staff even if they are unable to pay them.

Employers will need to designate staff as “furloughed workers” – and let HMRC know which staff this applies to via a new online portal. Further details on how this will work are due to be released in the coming days and weeks.

Businesses may also be able to apply for a short-term business interruption loan.

Neil Leitch, chief executive of the Alliance, said: “This is an incredibly significant announcement and will hugely welcomed by childcare providers who have

had to close – either partially or fully since 23 March.

“It is incredibly reassuring to know that providers will be able to continue to pay staff who are not needed to work during this period up to 80% of their wages for the next three months.

“This, alongside the postponement of VAT payments until June, will make a huge difference to helping providers weather this storm and the government should be commended for taking these important steps.

“That said, we recognise that selfemployed childminders will not be enjoying the same feeling of relief that the rest of the sector will and so we will continue to push for more support for this vital part of the childcare sector.”

The Alliance has also been informed that financial support for self-employed workers is due to be announced shortly.

COVID-19

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With a fast-changing situation, we advise readers to check the Alliance website for the most up-to-date information at eyalliance.org.uk/coronavirus.

The Alliance has written to the heads of the UK’s major supermarket chains, asking them to support childcare providers during the coronavirus outbreak.

A number of settings have reported difficulties when purchasing food and other key items due to low stock levels as a result of panic-buying and purchase restrictions.

As as result, supermarkets have been asked to ensure that providers have access to food and vital resources during widespread shortages in many stores.

Settings have reported difficulties when purchasing food and other key items due to low stock.

Consumers have been struggling to purchase items including pasta, tinned vegetables, rice, soap, toilet paper and cleaning products in recent weeks both online and in physical stores.

In a letter to the heads of Tesco, Asda, Sainsburys, Lidl, Aldi, Morrisons and Waitrose, Neil Leitch, chief executive of the Alliance, said: “I write to kindly request that, in addition to the announced measures, the UK’s major supermarkets work with us to develop a scheme that ensures childcare providers across the UK have access to the vital provisions they need to ensure the smooth running of their services.

“We welcome the news that some major supermarkets have introduced a scheme for the over 70s to have exclusive access to shops during the first hour of morning trading. We ask that you might consider extending this to designated staff from childcare providers so that we can continue to ensure that they have the necessary resources to ensure stability and quality of care in these most uncertain of times.

“We recognise and thank you for your efforts in supporting communities to ensure the continued access to vital goods and I would welcome any further conversation as to how we can work together to support the early years sector.”

CONTROLLED CRYING: Academics from the University of Warwick have claimed that letting a baby cry for a while may help them to self-regulate, following a study of 178 families.

Settings and childminders to close to most families ‘indefinitely’ Childcare providers and schools have ‘partially’ closed from Friday 20 March until further notice in an escalation of the government’s response to the coronavirus outbreak in England. The announcement applies to both group settings and childminders.

Vulnerable children and families of key workers, such as NHS employees, are still able to attend if there is no care available for their children elsewhere.

The government has said it ‘expects’ childcare providers to partially close, but legislation is currently going through Parliament that could allow the Prime Minister to force providers to do so if

they do not comply with the instructions.

The news came shortly after both Scotland and Wales announced that schools would close on Friday 20 March. Many settings and schools have struggled to keep their businesses open in recent weeks as staff members took time off to self-isolate as instructed.

Secretary of state for education Gavin Williamson said: “The spike of the virus is increasing at a faster rate than anticipated. [...]The public health benefits of schools remaining open as usual are shifting.” Williamson also thanked staff in settings, colleges and schools for their hard work in recent weeks.

Neil Leitch, chief executive of the Alliance, commented: “We recognise that these are very unique circumstances and that the government must do all it can to mitigate the spread of coronavirus, and we know that this decision will not have been taken lightly. That said, the monumental impact that this will have on childcare providers across the country cannot be underestimated. Many now face a significant loss in revenue while still being required to pay mortgages and rents and other fixed costs. There can be no doubt that this move will have a huge detrimental financial impact across the sector.”

Funding for 15 and 30 hours will still be paid to local authorities The Chancellor has confirmed that funding for the government’s ‘free’ childcare offers will continue to be paid to local authorities during closures related to the current coronavirus outbreak.

The Department for Education (DfE) has said that it expects local authorities to pass on the funding to providers. The government has also announced that planned increases to Ofsted registration fees, due later this year, will no longer go ahead.

Education secretary Gavin Williamson said: “Millions of parents rely on childcare and the vital service provided by nurseries, childminders and pre-schools. Making sure that young children can be cared for safely so that their parents are able to work where required is of the utmost importance now more than ever.

“In recognition of this, we will continue to pay for all free early years entitlements

places, even in the event that settings are closed on the advice of Public Health England, or children are not able to attend due to coronavirus, and we will not be asking for funding back from local authorities.”

Vicky Ford, children and families minister, added: “I want to thank all the early years practitioners who day-in and day-out do such an excellent job. I know these must be difficult times and I hope these announcements show that we are listening to their concerns and taking urgent action.

“I particularly want to thank the Early Years Alliance, the National Day Nurseries Association, and the Professional Association for Childcare and Early Years for their engagement at this critical time.”

Neil Leitch, chief executive of the Alliance, commented: “We know that many early years providers are incredibly

Ofsted inspections suspended Ofsted has suspended routine inspections following an escalation in the UK government’s response to the coronavirus outbreak.

The secretary of state has given permission for all routine inspections to be temporarily paused, allowing them to focus on responding to concerns and the registration of childcare services.

Inspections triggered by urgent, specific concerns will still go ahead.

The move comes shortly after the Alliance contacted chief inspector Amanda Spielman

to ask for a temporary halt on inspections while early years settings deal with the coronavirus outbreak.

Last week, Ofsted confirmed that providers due an inspection would be able to ask to defer in the event of “exceptional circumstances” related to the outbreak. It has now updated its policy on this, following updated guidance from the Prime Minister on social distancing.

Neil Leitch, chief executive of the Alliance, commented: “Providers are having to adapt to extraordinary circumstances and now

concerned about the financial impact that both closure and child absence due to coronavirus would be likely to have on their settings. As such, we warmly welcome clarity from the DfE that local authorities are expected to continue to pay ‘free entitlement’ funding in such instances, following representations from the Alliance and the wider sector.

“That said, we would be keen to see the DfE to strengthen this guidance and make it clear that local authorities must, rather than, should pay ‘free entitlement’ funding in instances where settings are forced to close due to coronavirus or children are absent due to coronavirus-related illnesses or self-isolation. This would ensure that there are no instances where councils can choose to disregard this advice, leaving providers in those areas facing severe financial challenges.”

is clearly not to best time to judge them on the quality of their provision. What’s more, given the latest government guidance, asking unnecessary external visitors to enter settings is not appropriate. We trust that Ofsted will keep the sector updated on any further changes going forward.

Amanda Spielman, chief inspector at Ofsted, said: “I’m grateful for the secretary of state’s permission to suspend routine inspections. It’s clearly the right thing to do when teachers and social workers are under pressure as a result of the coronavirus outbreak. We all need to support them in their work.”

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Vicky Ford to share early years role with Nick Gibb Schools minister Nick Gibb is to share responsibility for the early years with new parliamentary under secretary of state for children and families Vicky Ford, following the cabinet reshuffle.

The Department for Education confirmed the change as it shared the new ministerial portfolios for its team. Alongside early years and childcare, Ford’s responsibilities also include the children’s social care system, special educational needs, children and young people’s mental health and school food.

Ford joined the department earlier this month in a reshuffle that also saw Michelle Donelan replace Chris Skidmore as minister of state for universities.

Gavin Williamson, who remains in place as education secretary, commented: “I’m delighted schools minister Nick Gibb has been reappointed into this key role and look forward to working with him on improving school standards, and supporting our teachers to level up education across the country.

Vicky Ford, our new minister for children and families, will work with me on early years provision and improving our support to parents and looked after children.”

Neil Leitch, chief executive of the Alliance, commented: “With the early years having seen countless ministers come and go over the past few years, it is vital that the sector now has some stability and consistency, and ministers who are committed to representing the views of the sector in government, both now and in the future.

“As such, we are pleased to see that schools minister Nick Gibb will retain responsibility for early education curriculum and teaching quality as part of his portfolio, and hope that, working together, he and Ms Ford will actively engage with the sector, listen to the concerns of providers and work in partnership with us to help build and sustain a quality, affordable, sustainable early years sector.”

“It is vital that the sector now has some stability and consistency.”

Disadvantaged children less likely to access funded places Children in the most deprived areas of England are less likely to access funded early education and childcare, according to the latest report from the National Audit Office (NAO).

The NAO says that while the total amount of funding for the government’s various childcare offers has increased by 24% in real terms since 2016-17, due to the introduction of the 30-hours offer, funding for disadvantaged children and universal entitlements has fallen by 4% in the same period.

The NAO highlighted the falling percentage of eligible families taking up the 15-hours offer for disadvantaged two-year-olds, with just 68% accessing a place in 2019. This is below the government’s own target of a 73-77% take-up rate.

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The report also found significant variations across regions, with some local authorities seeing just 39% of two-yearolds accessing their place and others as many as 97%. Eligible families in deprived areas were less likely to access the offer.

35% of working parents say that childcare costs leave them breaking even or at a loss More than a third (35.5%) of parents say that the cost of childcare leaves them breaking even or making a loss when returning to work, according to a new survey from campaign group Pregnant Then Screwed.

The group surveyed 6,147 parents about the cost of childcare, alongside a parliamentary debate in response to a petition asking for the 15 hours childcare offer to be extended to parents of children aged nine months and older. The survey also found that 61.7% of parents work fewer hours, change jobs or stop working altogether because of childcare costs.

“If we truly want to support parents to be able to access affordable, sustainable early years care, we must invest what is needed.”

The survey found that the daily cost of childcare for children under the age of three is now £53.55 a day, rising to £73.97 in London, with the average worker taking home £465 a week after tax each week.

Joeli Brearley, founder of Pregnant Then Screwed, said: “The childcare system is not working for parents and we know it’s not working for providers. If we are to change the landscape for women, and parents, we need to provide properly subsidised childcare from nine months.”

Neil Leitch, chief executive of the Alliance, said: “If we truly want to support parents to be able to access affordable, sustainable and quality early years care and education, we as a country must invest what is needed. We hope with the upcoming Budget and Spending Review, the government will take the opportunity to do just that.”

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Sport Relief

ief nal celebrated Sport Rel sery and Pre-school in Red erent diff in Children at Jellybabies Nur g livin n dre chil ut es. They also learned abo iviti act l sica phy of k wee help with a charities like Sport Relief focus on Uganda, and how and parts of the world, with a day rts spo a with k wee others. Children ended the those less fortunate than se. cau raised a total of £60 for the

The Daily Mile Daisy Hill Pre-school in Bolton was a paid a special visit by Daily Mile founder Elaine Wyllie MBE in reco gnition of their efforts taking part in the scheme. The children have been doing the Daily Mile every day for more than two years – an activ ity which sees children running for 15 minutes each day. Debra Parr, manager at the setting, said: “It’s one of the best things we have done . We are a sporty pre-school and our children love football but the Daily Mile has really taken off and the children tell us every day to do it!”

First poems

rn were delighted to lea s Pre-school in Ely logy of Children at St John tho an an for ted ems have been selec work that some of their po setting will see their e children from the Nin y. etr po ’s tting, ren child h, manager at the se collection. Rebeka 20 20 the in ed a sh ed publi d they all receiv ial for the children an ec sp ry ve is is ud “Th pro said: work. We are very mark for their hard ok bo a d an te ca certifi of them.”

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World Book Day

Children and staff at The Playcentre Pre-school in Leed dressing up as the s celebrated World ir favourite book ch Book Day by aracters. They als men as part of a se o baked and deco ries of themed activ rated gingerbread ities around the sto ry of the Gingerbrea d Man.

A dog’s life

it Rednal enjoyed a vis and Pre-school in r. ge na Jellybabies Nursery ma g’s the settin g – who belongs to d an from Spikey the do ff Sta y. h a displa his agility skills wit Spikey showed off imals and enjoyed an of re ca e w to tak children learned ho completing some of ey also had a go at r petting the dog. Th line Walker, manage themselves. Jacque at the agility skills for gre a d an morning “It was such a fun at the setting, said: ct for animals.” pe res t ou ab to learn way for the children

Eco heroes

Portland House Nu rsery in Huddersfield was treated to a vis Nico Williams, illustr it from ator of the book Little Turtle Turns the Tide half-term reading ses for a sion. The setting ha s recently been award the Eco Schools Fla ed g Award for environm ental awareness an conservation and the d book explores a sim ilar theme. Children enjoyed making a co also llage using ‘upcycled ’ plastic materials. Ju manager at the settin lie, g, said: “The children had a fantastic time creating the mural wh ole learning more ab out what they can do help reduce plastic to s in the ocean.”

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’.

LETTERS

Have your say

Wonderful staff I would just like to shout out to my staff who, due to our indefinite closure, have started uploading videos of themselves reading stories and singing for children as well as running activities for them to join in with or listen along to at home.

We’re hoping to reopen as soon as possible and are working to remain at the forefront of their young minds.

Sally Gasson, pre-school manager, Alfriston Pre-School

Recruiting and retaining staff Very few people in this type of work can progress quickly up the mythical ladder. The sector is bound to be ‘bottom heavy’ as the really important work is done with children on the ground. This requires good ratios.

There will never be enough opportunities or vacancies for better paid positions for everyone. More responsibility doesn’t necessarily mean that staff will be given better pay or benefits. It may hardly be worth the extra work if someone is already working in a second job to help pay the bills.

It makes complete sense that younger practitioners will leave and retrain as primary school teachers or move into different careers with wider possibilities for progression or sideways moves. It’s quite simple really – we need higher hourly rates of pay for everyone from the outset to reflect the huge responsibilities involved, as well as the reality of the cost of living.

We should not expect parents of practitioners or their partners to be there to pay everyday household bills.

Care 0-100, via Early Years Alliance Facebook page

This issue’s star letter writer wins a jigsaw puzzle from Very Puzzled, which offer endless topics of discussion for children and adults.

Find out more at verypuzzled.com.

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Letter to the sector As I write this, I’m very conscious that whatever I say is likely to be completely out of date by the time you read it. At the time of writing, the government’s response to trying to slow the spread of coronavirus was changing on a daily basis, while advice and guidance for early years providers was being released in a piecemeal and fragmentary manner.

I hope that by the time you are reading this, the sector has managed to get the answers to vital questions on the continued provision of childcare during this difficult period, and crucially, on how providers will be financially supported. But if that is not the case, I want to assure you that the Alliance is absolutely committed to ensuring that you get the information and support that you need, both now and in the long term.

I know these are frightening times, but please know that the Alliance is here, working around the clock to get answers, fight your corner and provide the information and guidance that you need.

Thank you for your ongoing support and trust.

Neil Leitch, chief executive, Early Years Alliance.

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£100 IN of All worth publi iance catio ns!

SURVEY

What can we do for you?

Our 2020 members’ survey offers a space for you to share your views on how the Alliance can improve – and offers a chance to win £100 worth of Alliance publications

T

he Alliance is continually reviewing and improving its offer for members.

We all know how quickly the sector changes – from new funding challenges and policy announcements through to the latest research findings affecting our everyday early years practice. It can be hard to keep up at times.

Early years providers understandably do not like surprises, particularly in today’s difficult environment. That’s why the Alliance works hard to anticipate sector changes and deliver support to you as early as we can.

It’s equally important to predict your needs too. We can then deliver the right kind of practical support for you at the right time. Your feedback helps us campaign effectively on your behalf – ensuring that we focus on policy areas that affect and concern you the most.

For example, after voicing your concerns about the recent coronavirus outbreak, we could respond quickly to questions about the financial implications for providers – particularly in the case of any parents removing children from the setting due to illness or self-isolation.

You asked whether providers would still be able to claim for funded hours and we quickly called for urgent clarification from the Department for Education.

Why your views matter Your feedback will be used to help shape new benefits, publications and services for your. We will also use the findings to improve Under 5 magazine, our insurance packages, 24-hour legal helpline, specialist publication range, professional

development and early years training and qualifications.

Previous member feedback has helped us develop exciting new resources and services for you, including new workshops such as Defining the Early Years Curriculum in Your Setting, which is now being delivered locally through our hub network and CPDrecognised courses through our partnership with EduCare such as Introduction to yoga for young children and Supporting early years language development.

We know how much you value the different membership services we offer.

Since we launched our free online training offer, more than 350,000 online courses have been completed by Alliance members and their teams. But we want to do even better.

This year’s survey should only take around 10 minutes to complete. To thank you for your time, you will be entered into a free competition with a chance to win £100 to spend on Alliance publications.

Simply complete the survey online at www.surveymonkey.co.uk/r/JHLGGYZ.

Don’t forget Your feedback will be treated as confidential to the Alliance. Your feedback and member details will not be shared with anyone else. To enter the free competition, simply enter your email address at the end of the survey. Your email will not be shared and will only be used to select a competition winner – it will not be stored once the competition has ended.

Thanks for your support!

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HEALTH

A helping hand In this free extract from Good Practice in Early Years Infection Control we share best practice for maintaining hygiene standards in your provision

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veryone should practise good hand hygiene. Keeping hands clean is one of the best ways to stay free from infection and reduces the risk of germs and illnesses spreading. By cleaning hands, germs that have been picked up from other people, surfaces, equipment or animals are removed before they can be passed on to others or to clean surfaces where they can be picked up again.

Hands are used for lots of tasks throughout the day and are very effective at spreading germs. If you think about the tasks that you carry out during your work, you’ll notice many opportunities to increase the spread of infection, particularly if hands are not washed after becoming contaminated, such as after using the toilet or after nappy changing. One important message is that washing hands before eating helps to further reduce the risk of eating germs from contaminated hands.

When to wash Hands must always be washed if they appear to be dirty. In addition the table below has some recommendations for when to wash hands.

Before

After

handling, preparing, serving or eating food, including babies’ bottles and drinks and snack at breaks

touching anything that may be contaminated

giving medication to a child or self

wiping the nose of a child

changing nappies handling soiled clothing

Pat hands dry with a new paper towel.

Alcohol-based hand cleansers are useful when hand washing facilities are not available (for example, when out on trips). They can also be used during outbreaks of infection as an added precaution, following thorough hand washing. They should only be used on hands that appear visibly clean. They should be rubbed in using the same technique as that used for hand washing to make sure that all parts of the hand are covered and therefore cleansed. A common misconception is that they are harsh to skin.

Modern products contain a number of emollients and are often kinder to skin than soap, water and paper towels. If alcohol-based hand cleansers are used often, it is important to wash hands immediately if they become sticky.

Hand hygiene for children

going to the toilet or helping a child on the toilet/potty handling pets, pet cages or related items

20% off Good Practice in Early Years Infection Control

any cleaning procedure

certain play activities such as play dough, sand and water play

Wet hands with running water.

Use liquid soap and spread over hands.

Rub hands vigorously as you wash them.

Wash hands all over, paying particular attention to the parts that get missed. Wash the palms and backs of hands, in between fingers, under fingernails, the thumbs and around wrists.

Rinse hands thoroughly to remove all soap and germs. Thorough rinsing helps prevent hands from becoming dry. Turn off taps.

Practitioners should supervise and watch children so that they develop hand washing as a good habit. Encourage them to hand wash at the appropriate times as part of normal activities and this will eventually become a habit that will hopefully stay with them for life.

Babies need to have their hands washed as often and as thoroughly as older children. If the baby is able to stand at an appropriate-sized hand basin, you need to wash and dry their hands just as you would for yourself. If the baby is unable to stand at a hand basin, wash their hands with either moist skin cleansing wipes or wet disposable cloths, and then pat dry with a paper towel. A communal bowl of water for hand washing is not recommended.

starting/finishing work. using a computer keyboard.

A number of simple steps make sure hand washing is effective:

contact with blood or other body fluids

outdoor play and activities (including sand pit, nature walks – this would include staff and children) certain play activities. removal of gloves

The book brings together existing guidance highlighting its relevance to the early years and childcare sector and signposts practitioners to the most recent guidance in important areas such as exclusion times. Areas of good practice and opportunities to further improve the quality of practice in this essential aspect of protecting children’s health and welfare is also covered.

Order your copy before 31 May 2020 using the code Infect20 to receive 20% off.

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Four in Editor Rachel Lawler hears how Little Teapots Pre-school in Bury St Edmunds, Suffolk, managed to get graded ‘outstanding’ by Ofsted four times in a row

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ittle Teapots Pre-school in Bury St Edmunds was delighted to be rated ‘Outstanding’ in its latest Ofsted inspection – not only was this their first under the new Education Inspection Framework but it was also their fourth inspection in a row to receive the top rating.

Jenny Snape, lead practitioner and leader at Little Teapots, has been working at the charity-run setting for more than 20 years and believes their success stems from a focus on putting the children first and always striving to create a sense of awe and wonder.

She says: “We try to offer a home from home environment where children are given the opportunity to express their curiosity.”

Her team are always looking for new ways to support the children. “We reflect on our practice all the time, always thinking about the children’s point of view.”

Fresh thinking One recent change they implemented was removing all the tables from the setting.

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“Children were all playing on the floor, so why keep the tables?” Jenny says. They also introduced ‘buddy boxes’ which were inspired by a trip to the garden centre. “We were trying to enhance reading,” she explains. “I went to a garden centre and picked up a load of planting boxes and it started from there.”

The boxes are filled with blankets, cushions and books ready for children to climb into and rest, read or just sit and chat with their friends.

“They just love them. I have them all over the setting,” Jenny says. These were one of many items highlighted in the setting’s inspection report, which noted the “plentiful opportunities” for restful moments offered to children.

Sharing and caring Children’s wellbeing is a clear focus for the team, with the boxes also offering children a chance to look for someone to sit with when feeling lonely or just a space to rest. “Like everyone we have key workers and nurturing buddies and we try to create a loving environment so that children can express

themselves,” Jenny says. The children are given dinosaur feet that they can stomp around in if they feel angry.

The setting also has an emotions wall where children are invited to stick a picture of themselves on the wall, next to a list of different feelings on their way into the setting. “You don’t know what they are coming in from,” Jenny says.

“If a child hasn’t had a very good morning, that can really disrupt the rest of their day. But once they have expressed it they can get on with their day and really flourish.” This was highlighted in the latest inspection report which noted the “extremely high levels of happiness and wellbeing” displayed by the children.

Another item highlighted in the inspector’s report was how the staff challenge traditional gender stereotypes, encouraging boys to take part in cooking and cleaning and “championing children’s uniqueness”. Jenny says: “This is something that comes naturally to us we have no barriers.” They simply offer opportunities for all children to play and let them make their own choices, with several boys choosing to dress up

n a row

BEST PRACTICE

as Elsa from Frozen at a recent nativity play. “We just put everything out and let them be free so it comes naturally to us.”

The focus on wellbeing also extends to staff members, who make use of the setting’s wellbeing wall. It lists local clubs as well as advice and breathing exercises to help staff unwind. They also offer books for them to take home and enjoy. “When you don’t have a break all day – which we often don’t – it’s another way to stop and think about your feelings,” Jenny says. “It’s not an easy job and you do need to have breather sometimes.”

New framework With many providers worried about their first inspection under the new framework, Jenny believes the update is actually the best she has seen so far. “Previous inspections were more rigid, with more of a tick-box feel and so much paperwork,” she says. “Now, they’re really looking at how you are teaching.”

This fits with a new approach Jenny’s team has taken in recent months, as they step

away from focusing on recording observations and spend more time interacting with children face-toface. “A child is not going to gain anything from you writing down notes,” she says.

“Of course we are still doing observations and next steps. But if you’re giving children that awe and wonder – that’s time far better spent than you sitting down writing.”

While many providers understandably worry about pending inspections, Jenny says its important to focus on improving your offer for children. “Just do the best you can for the children – because that’s who we’re here for,” she says. “It is daunting, but just be confident and what you do as best you can. No one can ask for more than that.”

Jenny’s team works very closely with the children’s families and this was also highlighted in the setting’s inspection report, which noted how supported parents feel and how appreciative they are to receive regular updates from the team. This has become particularly crucial in the past few months as families started to raise concerns about the coronavirus outbreak. “In recent weeks, we’ve really realised how much parents actually need you, as providers,” Jenny says. “They are our families and we hope that we are their families too.”

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A curious approach Lyndsey Hellyn and Stephanie Bennet, founders of The Curiosity Approach, explain their unique approach to the early years

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at risk, David Elkin explains: “Early e launched The Curiosity instruction miseducates not because it Approach in 2017 with the aim attempts to teach but because it attempts of changing academic practice to teach the wrong things at the wrong and the traditional approach to the early times.” Our approach recognises that play years. We are determined to reach as many is crucial for children in these children and educators as “The future belongs to formative years. possible and reignite curiosity, the curious. The ones In the past three years, awe and wonder in childhood who are not afraid to try it, explore it, poke at it, our approach has taken on and educational practice. question it and turn it a life of its own with more In the current climate, we inside out.” than 100,000 followers on understand why change is so – Anonymous.

Facebook, two best-selling necessary. Children need to books and work across 19 countries. We play without the constraints of a top-down are trying to help other early educators educational approach. Toys are becoming their provision and improve the quality so intelligent that children are becoming of interactions with children and the more passive in their learning and play. continuous provision they offer.

Education settings are also becoming more regimented in their planning as they push children to meet targets, tests and development goals beyond their years.

In his book, Miseducation - pre-schoolers

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What is The Curiosity Approach?

There is much debate and miscomprehension around our pedagogy,

especially as some wrongly believe that it only focuses on the aesthetics of a classroom. There is much more to The Curiosity Approach than neutral decor, loose parts and recycled materials! Our approach is a combination of knowledge and inspiration ‘magpied’ from early years pioneers. We have amalgamated the ideas of Reggio Emilia, Steiner, Loris Malaguzi, Maria Montessori and the curriculum of New Zealand, Te Whariki.

We also take much inspiration from the thinking of Emmi Pikler and the unfolding child.

Curiosity has become something of a buzzword in the early years and we feel that it has gained much recognition with practitioners in recent times. But it is an innate driver for young children. Many early years pioneers have used the term ‘curiosity’ in their ethos.

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Here is some of the inspiration behind our thinking...

Reggio Emilia We recognise the environment as the third teacher and see each play space as a living organism. It should be an environment of shared relationships amongst the children, teachers and parents. We look to help children develop artistically and practically through the learning of skills in a heuristic manner, through observation and delivered by mindful educators who are ever present and ‘in the moment’.

Rudolph Steiner Children should be nurtured in environments which are an extension of home, not a watered down version of school. We do this with a purposeful movement away from plastic manufactured toys towards loose parts and recycled, authentic resources. We try to create environments by salvaging and recycling furniture and items to save play, the planet and the pocket!

Curiosity Approach settings try to create a sense of Hygge, the Scandinavian word for cozy and comfortable. We believe that surrounding children with beauty can

contribute to their sense of wellbeing – or sense of life as Steiner called it. It also develops their aesthetic awareness and appreciation.

Our modern pedagogy also considers the needs of today’s children, recognising the impact of play deprivation on education and childhoods.

strands and principles of learning intertwined together. It is a holistic approach to learning.

Inspired by this curriculum, we encourage professionals to focus on knowing children really well and understanding what they are trying to achieve. They should recognise children’s individual achievements.

Maria Montessori The Curiosity Approach takes inspiration from many elements of Montessori’s method, building a lifelong love of learning. Children are encouraged to use real resources rescued from car boot sales or charity shops, helping them to develop real-life experiences. Instead of memorising facts, children are encouraged to ask questions and find answers, embedding stronger skills that will last them a lifetime. As Montessori said: “Education is a natural process carried out by the child and is not acquired by listening to words but experiences in the environment.”

The Curiosity Approach combines all the above elements together with mindful practitioners and a culture of kindness and respect. It recognises that the unfolding child underpins everything and understands that quality interactions are imperative if we are going to make a difference.

We believe that everyone working in a setting must turn up every day and provide 100% of their authentic self to become a warrior for play. Practitioners need to bring awe and wonder back into their settings instead of moving towards a classroom approach. Love it or loathe it, change is needed in today’s society to save play, childhoods and the planet.

Te Whariki In New Zealand’s curriculum, children are recognised as competent learners and communicators. In Maori, Te Whariki means ‘woven mat’, its curriculum sees all the

Find out more If you would like to become a Curiosity Approach accredited setting or find out more about the approach, visit www. thecuriosityapproach.com. The next round of accreditation opens in September 2020.

Dealing with disciplinary action The team from Law-Call, a 24-hour legal helpline available to Alliance members, explains disciplinary hearings and investigations for early years providers

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LAW-CALL

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ne thing you must remember when dealing with allegations against an employee is that investigation and hearing are not one and the same.

There are essentially three distinct parts to a fair disciplinary procedure, split into investigations, hearing and appeal – although you may have a written procedure that has more stages.

An investigation is designed to establish whether there is a disciplinary case to answer.

It is a fact-finding exercise and a vital part of the process. If a reasonable investigation into allegations is not completed before a hearing, this can make decisions you make later unfair.

It could have a negative impact on your ability to respond to an employee’s case against you.

You should have disciplinary procedures and policies in place – always refer to these first. Be clear about what you want to do and how you propose to do it. At the outset consider:

Who will undertake the investigation?

Wherever possible, there should be separate individuals for each stage of the procedure. Although in small organisations this is not always feasible.

Who do you need to speak to? You’ll need to talk to any witnesses.

What do you need to establish?

Remember that a fair investigation will look for evidence of innocence as well as guilt.

This should include a mixture of open and closed questions to witnesses. What other evidence is available? Do you have CCTV that could help?

Why are you undertaking this investigation? You need to establish whether there is a disciplinary case to answer.

Where will it take place? Investigations should be one-on-one exercises. If necessary, you may need to use a location away from the workplace.

When will it take place? There should not be any unnecessary delay, which could allow for memories to fade and evidence to disappear.

It is important to remember your duty of confidentiality in this process – as well as anyone else involved in the process.

However, this does not mean that employees can assume anonymity. You should resist any attempts for statements to be given anonymously as this can seriously impact

on the fairness of the employee’s subsequent disciplinary hearing.

Suspension You may need to consider whether suspension is appropriate, taking into account the nature of the allegations and whether there could be any interference with your investigation process. It should not be an automatic decision. You should make a reasoned assessment of the circumstances. If an employee is suspended it should be on full pay and for as short a time as possible. You should also let them know that suspension is part of the investigation procedure and is not an indicator of guilt.

Employees do not have any legal right to have a companion with them during the investigation stage but you may consider whether it would be appropriate in the individual’s circumstances. For example, it may be considered a reasonable adjustment for a person with a disability.

Once your investigation has concluded, you should compile all the evidence and consider whether there is a disciplinary case to answer.

Remember, this isn’t the same as having an opinion on their guilt or innocence – that is the purpose of a hearing.

Next steps If you are satisfied after your investigation that the employee has a disciplinary case to answer, you may invite them to a hearing.

This will set out the allegations against them and the potential outcome. This is chance for the employer to explain the allegations and listen to the employee to give their account, including any mitigating circumstances that may indicate that a lesser disciplinary sanction would be appropriate.

It is important not to ambush an employee with a hearing. You policies should give a timeframe within which to schedule a hearing after an investigation. In any event, they should not be given less than 48 hours notice. The employee should have copies of all the evidence you intend to discuss or rely on in the hearing. You should give the employee enough time to read everything, gather their thoughts, contact companions and, if necessary, prepare a response.

The hearing During the hearing, employees are legally

entitled to bring a companion with them.

Their companion must be either: a work colleague a trade union representative an official employed by a trade union We would not usually recommend extending this right to other individuals, unless there are specific reasons for doing so – such as if you are making reasonable adjustments for a person with a disability. If you are unsure, please contact Law-Call for more specific advice.

If an employee wishes to postpone their hearing because their chosen companion cannot attend at the proposed time, the hearing should be postponed to a time proposed by the employee. The time suggested should be both reasonable and not more than five days after the original date.

Companions can set out the employee’s position, speak on their behalf, discuss matters with the employee and take notes.

They cannot answer questions on behalf of the employee. It is the employee’s hearing and the companion must not obstruct it.

The objective of the hearing is to get to the bottom of the allegations to the extent that you are able to reach a conclusion as to whether or not the allegations are substantiated. This means evaluating all of the evidence from the investigation with the account and responses the employee has offered in the hearing.

You should decide whether there is a reasonable belief that the employee is guilty of the allegations against them. In this case, you may need to make a finding and give an appropriate disciplinary action, which the employee must be offered an opportunity to appeal against.

You should close the hearing by explaining to the employee that the meeting has concluded and that your decision will be shared with them shortly. Do not be tempted to make a decision on the spot. You should give them your decision in writing and keep a confidential record of the process. This should only be kept for as long as necessary, and in line with your usual GDPR procedures.

Find out more If you have any questions about conducting an investigation and hearing, you should contact Law-Call - a free legal helpline for Alliance members. You can find their contact details in the members’ area of our website at eyalliance.org.uk/members-area.

How to talk to children about coronavirus C

oronavirus, or COVID-19, is the word on everybody’s lips at the moment. Television news reports, newspaper headlines and of course conversations at work and at home are dominated by the latest developments in this fast moving global health emergency.

Consequently, it is inevitable that even very young children will pick up on the levels of anxiety around them about the virus, even if they do not fully understand the context of the current situation. Therefore, it is important that early years practitioners respond to any concerns that children express in a sensitive and age-appropriate manner.

Communicating with parents You can help to reduce the concerns that parents may have about how safe it is for their child to attend childcare by sharing relevant information with them and being ready to direct them to reliable sources for updates.

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Make sure that you have up-to-date information and advice displayed from the NHS, Public Health England and .gov.uk. You can find all the relevant links on the Alliance website at eyalliance. org.uk/coronavirus.

Do not share or re-post links to unverified reports on social media.

Find out what children have been saying about coronavirus at home and how their parents are responding. It is vital that the message going out between your setting and a child’s home are consistent.

Encourage good hand hygiene at home by sharing the NHS hand-washing guides. Remember – good hygiene is the most effective safety precaution parents and children can take.

Tell parents how you have responded to specific questions their child may have asked you, or about any specific discussions you have had with groups of children.

Answering children’s questions Discuss as a team how you are going to respond to questions and concerns that come directly from the children.

Remember that some of your colleagues are likely to have their own questions, too. Make sure that everyone in the team is informed enough to be consistent and accurate in their responses to children and their parents.

Don’t force the issue. A circle-time activity focused on coronavirus is going to have little relevance to the majority of children in your care. Don’t overload children with information, keep it relevant, age appropriate and simple.

Set the information you give within a context that the children will understand. For example: “It’s a bit like having a cold, but for some people it can make them feel really poorly.”

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Make hand washing fun

The coronavirus outbreak has caused a huge amount of anxiety across the world and it’s easy to see how this can impact children. Here, Alliance quality and standards manager Melanie Pilcher shares some tips for keeping them calm at this difficult time Always acknowledge the interest or question that a child may have expressed, just as you would with any other ‘teachable moment’. A child’s real interest is an opportunity for them to learn.

Never dismiss children’s concerns.

What may seem trivial to you is likely to be a very real worry to a child who, for example, has heard that the virus is dangerous for older people and is frightened that something will happen to their grandma.

Do not talk over children’s heads to colleagues about the latest coronavirus updates. We sometimes forget just how much young children are affected by the concerns that adults show around them.

Encourage good hygiene habits One of the most effective things that any early years practitioner can do within their

provision is to encourage and reinforce good hand hygiene with young children.

There are plenty of free resources in the form of posters that can be displayed in bathrooms, but here are some key points to consider: Lead by example. Even if you have worn gloves when changing nappies, or during mealtimes, it is still necessary to wash your hands.

Encourage hand-washing before and after mealtimes, after using the toilet and after touching animals.

Use liquid soap, warm water and paper towels, wherever possible. Use alcohol-based hand sanitiser if soap and water is not available.

Encourage children to cover their mouths with disposable tissues when coughing or sneezing – and make sure they go straight in the bin afterwards.

Children at Selston Childcare in Nottingham have been learning about the importance of washing their hands after sneezing or coughing and making sure they use tissues.

Staff have shared a fun song sing while they are washing their hands: “This is the way we wash our hands, wash our hands, wash our hands. This is the way we wash our hands to kill coronavirus.

“This is the way we rub the soap, rub the soap, rub the soap. This is the way we rub the soap to kill coronavirus.”

The setting has also provided children with extra tissues around the room, next to bins with lids, and offered an antibacterial gel to parents as they sign in.

Find out more For the most up-to-date updates on the situation with coronavirus in England, please visit the Alliance website at eyalliance.org.uk/ coronavirus.

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Sweet dreams With increasing numbers of children struggling to sleep, we hear from The Sleep Charity about why this is and how you can help

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arlier this year, data from NHS Digital revealed a steep increase in the number of children admitted to hospital suffering with sleep disorders in recent years. In 2012-13 there were 6,549 children under 16 admitted to hospital for conditions such as insomnia – by 2018-19 this almost doubled to 11,313.

Less extreme sleep problems are also increasingly common. The Sleep Charity estimates that around 40% of children will have an issue with sleep at some point.

Vicki Dawson, founder and chief executive of the charity, says that there a number of reasons behind these growing concerns.

“We’re living in a 24 hour society and unfortunately, we aren’t giving sleep the priority it deserves,” she says. “Parents are under more pressure too and evening routines often see parents home late, trying to prepare meals and catch up on precious family time together.”

Sleep and the early years For very young children, a lack of sleep can cause serious problems. “Sleep deprivation can have an enormous impact on youngsters,” Vicki explains. “When they are sleep deprived, their daytime behaviour is highly likely to be affected.” It may not always be obvious to you which children are suffering from a lack of sleep as it can present itself in a number of different ways.

Vicki says that many sleep deprived children will present as hyperactive. Parents then often assume that this means that their child simply isn’t tired.

A lack of sleep can also make managing emotions more difficult for children, making them unusually tearful or angry. “This can impact on relationships with their peers,” Vicki says. Children may also find it harder to concentrate and struggle with some tasks. “It is more difficult to retain and consolidate learning if we aren’t getting enough sleep.”

Physically, a lack of sleep will also take its toll on children, weakening their immune system and making them unwell more often

than their peers. “Exhaustion may also mean that children spend valuable learning time in the setting asleep, missing out on the full opportunities available.”

Making changes Many parents struggle to find the right support when their children are not able to sleep, which is exacerbated when they too miss out on much needed sleep. “Tired parents will try anything,” Vicki says. But the key is going back to basics and helping children resolve sleep issues in the early years before they become a bigger problem.

“We need to education society about sleep, starting in the early years,” she says.

One common mistake parents make is offering children a late night as a reward.

“We need to educate parents to stop using sleep deprivation as a treat!” Vicki says.

“Sending them to bed early should never be used as a sanction either.” She also believes that exercise and nutrition can play a huge part in supporting better sleep.

For ideal sleep conditions, children will need a room temperature of around 18 degrees. The NHS recommends that children are stopped from using laptops, tablets or phones in the 30-60 minutes before they go to bed as the light from the screens can interfere with their sleep.

“To support the child’s body clock, it is useful to schedule naps and to look out for signs of tiredness that they may display,” Vicki says. Parents should be able to explain how their children usually behave when starting to get tired. Older children may have a comforter or familiar blanket they like to sleep with, although it is important that cots are kept clear for babies and usual safety protocols are followed.

Early years providers can help by offering reliable information and support to families.

“Providers should listen in a non-judgmental manner and support them to identify possible triggers for sleep issues,” Vicki explains. Providers can also help make sure that they are on the same page as parents when it comes to naps and sleeping

arrangements. “Consistency is key with sleep,” Vicki says. “Having a dialogue with families about what they usually do at home is important.” She says that practitioners should try to keep naps to schedule and make sure they talk to families about sleep issues so they can look out for signs of tiredness if a child has had a bad night.

How much sleep do children need?

According to the NHS, children of different ages will need different amounts of sleep each day: 6 months daytime: 3 hours night-time: 11 hours 9 months daytime: 2 hours 30 minutes night-time: 11 hours 12 months daytime: 2 hours 30 minutes night-time: 11 hours 2 years daytime: 1 hours 30 minutes night-time: 11 hours 30 minutes 3 years daytime: 0-45 minutes night-time: 11 hours 30 minutes to 12 hours 4 years night-time: 11 hours 30 minutes 5 years night-time: 11 hours

Find out more If you’d like to sign up to The Sleep Charity’s sleep manifesto, which calls on the government to recognise the importance of sleep patterns, visit www.thesleepmanifesto.com.

You can find out more about The Sleep Charity and its work at www.thesleepcharity.org.uk.

Corona answering comm W

ith an outbreak of coronavirus, or COVID-19, now confirmed in the UK and many providers now closed to most children as a result, we know that our members have many questions about the impact on their business.

We have answered some of your most common questions – but please do remember that the situation is changing rapidly. We will be keeping our advice as up-to-date as possible online at eyalliance. org.uk/coronavirus. Please always refer to the .gov.uk website, Public Health England and the NHS for reliable information should anything change.

Will my local authority still pay for funded hours?

On 17 March 2020, the Department for Education (DfE) confirmed that it will continue to fund local authorities for the funded entitlement offers for two-, three- and fouryear-olds in instances where early years providers are advised to close by Public Health England, or where children are unable to attend due to coronavirus.

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The government has said it expects local authorities to take the same approach to funding providers as it has.

Do I need to pay any staff who are sick or self-isolating due to the coronavirus?

Staff who have symptoms of coronavirus – including a high temperature and/or a cough – should not attend your setting until at least 14 days after their symptoms first appeared.

They must take this same precaution if anyone in their household has symptoms.

Staff must receive statutory sick pay if they qualify for it and need to self-isolate due to either having a confirmed case of coronavirus or coronavirus symptoms or if they have recently returned from an affected area, such as China or Italy. Please check the most up-to-date list of areas on the .gov.uk website.

Staff must also be paid statutory sick pay if they have been told to self-isolate by a doctor or by NHS 111.

Your staff may be entitled to more than the statutory minimum, depending on their contract but they cannot be paid less than

this rate. If your setting employs fewer than 250 people, you may be able to reclaim the cost of paying staff statutory sick pay due to coronavirus for up to two weeks per employee.

The government has confirmed that statutory sick pay can be claimed from the employee’s first day absent from work in cases of coronavirus or self-isolation related to the virus – not day four, as in other cases of illness.

Employers should accept an online fit note from NHS 111 instead of their employee’s doctor.

I am self-employed – what happens if I need to self-isolate?

Self-employed workers are not entitled to claim statutory sick pay, unfortunately. If you have to take time off, you may be able to claim benefits to top up your income if you are unable to work. If you are already claiming some benefits, the amount you are paid may increase while you are not working.

HMRC has a dedicated helpline for selfemployed people affected by coronavirus – if

BUSINESS

avirus: mon questions you have any questions, please contact them on 0800 0159 559.

The government has confirmed that it will be introducing new measures to protect selfemployed workers at this time. Please keep an eye on our website for updates.

Will I have to refund parents?

You should check your contracts with parents to check if they include a clause related to emergency closures or exceptional circumstances.

Remember that many families may also be affected by the closure of their employers in response to the virus outbreak. You may need to be sensitive to individual circumstances when responding to parents. The government has said on the issue of fees: “We are asking providers to be reasonable and balanced in their dealings with parents”.

You should check your contract with families to see what charges may apply during child absences due to illness.

Will I still need to pay staff?

Unless it states otherwise in your

employment contracts, you will still need to pay staff during any periods of closure.

Depending on staff contracts, you may be able to tell employees to use their holiday entitlement during a closure. If you decide to do this, you must tell staff at least twice as many days before the total amount of days you will tell them to take – for example, if your setting will close for five days, you must give staff 10 days notice.

Where possible, you may also ask staff to work from home, if they have work laptops or mobile phones that allow this.

Paperwork tasks may be assigned to staff who do not work on computers.

If you have specific questions about this, please contact Law-Call - our 24 hour legal helpline, using the contact details listed in the members area at eyalliance. org.uk/members-area.

The government is setting up a ‘coronavirus job retention scheme’, which will allow all businesses to apply for grants to cover up to 80% of salaries of staff who are not working but kept on payroll for three months during the coronavirus outbreak.

What should I do if my setting is due to have an Ofsted inspection during the outbreak?

Following the Alliance’s letter to Ofsted chief inspector Amanda Spielman last month calling for a halt on routine early years inspections, Ofsted has temporarily suspended all routine inspections due to the outbreak. You should not have to take part in any routine inspections during this time.

If we are struggling with staff absences can we relax staff ratios?

Ofsted has confirmed to the Alliance that the EYFS section 3:30 allows for the relaxation of ratios in exceptional circumstances, and where the quality of care and safety and security of children is maintained, changes to the ratios may be made. As the coronavirus outbreak is an exceptional circumstance, there is no need to notify Ofsted to minor changes to ratios.

If you are experiencing high demand for places or severe staff shortages, local authorities will coordinate support from other settings in the area. Settings are expected to be flexible and work together where required.

More information For more information, please visit the dedicated coronavirus section of our website at eyalliance.org.uk/coronavirus.

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Getting physical

EYFS

In the first of a series of articles explaining how the updates to the EYFS might look in practice, Alliance quality and standards manager Melanie Pilcher looks at the Physical Development educational programme

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s one of the three prime areas of learning and development, alongside communication and language and personal, social and emotional development, a child’s physical skills are vital for a strong, agile, balanced and coordinated body. These three prime areas are equally important and together they are the basis for all learning and development.

Revised educational programme Physical activity is important in children’s all-round development and to enable them to pursue healthy and active lives. Through opportunities to be active, children develop coordination, control and precision of movement. Children need to develop strength and the habit of exercises, as well as precision when using small tools correctly.

Revised Early Learning Goals Gross Motor Skills – children at the expected level of development will: negotiate space and obstacles safely, with consideration for themselves and others demonstrate strength, balance and coordination when playing move energetically, such as running, jumping, dancing, hopping, skipping and climbing Fine Motor Skills – children at the expected level of development will: hold a pencil effectively in preparation for fluent writing – using the tripod grip in almost all cases; use a range of small tools, including scissors, paint brushes and cutlery; begin to show accuracy and care when drawing.

Understanding the importance of movement A focus on fine and gross motor skills should not dominate your early years curriculum to the detriment of broader aspects of physical development. Practitioners must consider movement holistically, looking at all aspects.

You should understand how the three prime areas are interlinked. For example, the little kicks and movements that happen when babies are in the womb are a baby’s first language as they

communicate with their mother. There should therefore be an equal focus on the quality and quantity of physical activity experienced by children across the complete age range of children attending the setting.

Practitioners must value the vital importance of movement. Not only do movements, such as the wriggling and kicking that babies do in the womb and from the moment they are born, help to build strong muscles and joints, they also support the growth and development of the brain too.

The repeated movements that babies do when they are lying on their backs, kicking or are reaching for and grasping objects are essential to the wiring of the brain. The more opportunities that babies have to repeat these movements, the more they are able to develop automatic ‘physical mastery’, in other words they are developing the essential skills they need in order to move their bodies, using their fine and gross motor skills without thinking.

As children get older their gross motor skills continue to develop and must be established before fine motor skills can be mastered. The large muscle groups are essential for motorcontrol and coordination which in turn supports the smaller muscles, tendons and bones that are required for fine motor tasks.

Structuring physical development educational programmes The educational programmes for physical development should be thoughtfully structured with consideration of the following key elements as follows: Establishing the different starting points of individual children, building on what they can already do Consider the child’s current fine and gross motor skills. Are they at a level that you would expect?

Discuss with parents the levels of physical activity the child engages with in the home environment. Are babies cruising around the furniture? Do they attempt to feed themselves using utensils? For older children you will be considering the opportunities they have to move their whole bodies, how they spend their leisure time and the types of physical activity they enjoy.

Appropriate activities according to the needs of the child Build on the information that you have about a child’s starting points and identify the opportunities that you can provide for physical activity. For example, children who have restricted opportunities at home for outdoor play will need lots of space and time to move around. Children who have a more sedentary life-style will require activities to be provided that motivate and engage them fully.

Remember that some disabled children have less opportunity for physical activity so be clear about any additional resources you can provide, ensuring that your practice is fully inclusive and mindful of their needs.

Planned and purposeful activity that promotes physical activity both indoors and outdoors Refer to the Physical Activity Guidelines that are intended to support the quality and quantity of physical activity experienced by young children as follows: Infants (under one year) should be physically active several times every day in a variety of ways, including interactive floor-based activity – such as crawling. For infants not yet mobile, this includes at least 30 minutes of tummy time spread throughout the day while awake and other movements such as reaching and grasping, pushing and pulling themselves independently, or rolling over.

Toddlers should spend at least 180 minutes or three hours each day being physically active, including active and outdoor play, spread throughout the day. More is better.

Pre-schoolers (aged three- to four-years) should spend at least three hours per day in a variety of physical activities spread throughout the day, including active and outdoor play. More is better. Their 180 minutes of activity should include at least 60 minutes of moderate-to-vigorous intensity physical activity.

Be clear about the strong links between physical development and personal, social and emotional development, particularly with regard to being outdoors for all-round health and well-being.

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RESEARCH

What we know so far Sharon Vince, PhD researcher at the Institute of Education, UCL, looks at the impact of the 30 hours policy on settings, children and their families

T

he 30 hours offer was rolled out in 2017 with the stated aim of persuading more parents to return to work or increase their working hours. This was distinct from the focus on early education evident in the universal 15 hours policy. The 30 hours offer has proved to be controversial in the sector due to the low funding rate paid to settings and its exclusion of some of the most vulnerable children.

Almost three years on, what has research taught us about the funded hours? And which questions are yet to be asked?

Parents’ workforce participation To date, most research has focused on whether the 30 hours funding policy is meeting its aims – that is, whether it has been successful in persuading parents, particularly mothers, to return to work. Evaluation of the First Year of the National Rollout of 30 Hours Free Childcare, published by the Department for Education (DfE) in 2018, suggests that only 2% of mothers entered the workforce due to the funded 30 hours, although it did allow 26% of those interviewed to increase their working hours.

The Childcare and Early Years Survey of Parents in England (2019) released by the DfE shows that only 22% of working mothers cite the 30 hours scheme as a factor that enables them to work, although 57% of those not entitled to the 30 hours stated that they would seek employment to become eligible. Nonetheless, the 2018 Institute for Fiscal Studies working paper Does More Free Childcare Help Parents Work More? concluded that the 30 hours policy ‘cannot be said to have dramatically transformed mothers’ labour market outcomes,” calling into question the policy’s success in achieving these aims.

Underfunding One commonly reported result of the 30 hours policy has been its impact on early years settings as a result of underfunding. Last year, Ofsted shared that more than 500 early years settings were closing each month. Closing Gaps Early published by The Sutton Trust as the 30 hours offer was rolled out, predicted a decline in the quality of settings due to underfunding. This was confirmed by a 2018 Treasury Committee Report, Childcare, which found that settings are needing to increase 28

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ratios and reduce the number of staff with higher qualifications to cut their costs.

Outcomes for children Alongside the risk of a decline in quality early education, which could impact on children’s outcomes, the 30 hours policy has attracted criticism for excluding children from families on very low incomes. These children are widely considered to be the most in need of early education.

A 2019 Education Committee report, titled Tackling Disadvantage in the Early Years, warned that the “government’s 30 hour childcare policy is entrenching equality rather than closing the gap” by funding just 15 hours of education and care for children from the lowest income families. This fear was echoed in the Closing Gaps Early report and Treasury Committee reports.

Funded childcare places for two-year-olds have also been curtailed in some areas as settings struggle to meet the demand for places for two- and three- and four-year-olds. The children most in need of funded places to promote early education are missing out as the requirements of working parents are prioritised.

What is missing?

The voices of one significant group are missing in the research around the 30 hours policy: practitioners. Research has yet to examine the views of practitioners who deliver the 30 funded hours and the impact that the policy has had upon their work.

My own research aims to address this by exploring questions such as: How do practitioners manage the day-to-day running of a setting that provides both 15 and 30 hours of funded provision, particularly those which previously only offered half days?

Are practitioners finding that children entitled to 30 hours of funded provision are making more progress than those entitled to 15?

How do practitioners feel when a 30 hour code is not renewed and a child changes their attendance pattern to part time?

If you are an early years practitioner in any childcare setting that offers that 30 hours and would like to participate in this research by sharing your experiences of the 30 hours policy, please email s.vince.14@ucl.ac.uk.

BUSINESS

Updates on employment law Welcoming a new colleague to the team can be an exciting time. There’s much to think about with everything involved in providing an effective induction and probation period, enabling them to fulfil their role competently and to become an important member of the team.

Once a new employee has been appointed, it is important that they feel part of the team as quickly as possible. It is easy to assume that new employees know more than they do, especially if they have already been connected with the setting in another capacity. The purpose of induction is to integrate a new employee into the setting so that they are encouraged to become an effective and motivated member of the team. Effective induction will also help to retain newly appointed employees.

An effective induction programme is not a one-off event but takes place over a period of weeks or months and is an ongoing process to ensure that new employees settle in well and are confident in carrying out the full scope of their duties. Essential information should be supplied to the new employee in a planned and systematic way to avoid information

overload and to ensure that they are able to absorb it. It is best to develop a checklist of the range of things a new employee needs to know.

A crucial element of ensuring an effective induction, is to provide employees and workers with the terms and conditions of their employment. This is important so that both parties understand their responsibilities and entitlements. A ‘worker’ includes anyone on a casual or zero-hour contract.

Previously, individuals who had worked with a company for more than a month would be entitled to receive a ‘written statement of employment particulars’, within two months of their start date.

However, as effective from 6 April 2020, all employees and ‘workers’ are entitled to receive a statement of terms and conditions of employment in writing, at the earliest opportunity and, in any event, by the start of their employment.

The information that must be provided within the statement has been expanded to include extra information on variable working hours, paid leave other than sick pay, benefits, probationary periods and training.

If there is a change in any of the terms and conditions, the employee or worker must be notified in writing by the change date.

In addition, and also effective from 6 April 2020, the reference period (the period of time which is used to determine a week’s pay when calculating holiday pay for workers with irregular hours) will increase from 12 weeks to 52 weeks, or for those having worked for less than 52 weeks, the number of complete weeks for which they have worked. This change will allow workers with variable work patterns to claim holiday pay in relation to the number of completed weeks of employment.

Another important change also taking effect from 6 April 2020, is that following the loss of a child under the age of 18 or a still birth after 24 weeks of pregnancy, employees with 26 weeks’ continuous service will be entitled to two weeks paid leave at the statutory rate. Employees with less than 26 weeks’ continuous service will be entitled to unpaid leave.

15% OFF RECRUITMENT AND MANAGEMENT Early Years Alliance (Ref: A128 and A129) £10.95 members or £13.95 non-members per book Employers (owners/directors/trustees) which engage individuals to work for them, must fulfil their responsibilities in line with government requirements. Recruiting Early Years Staff (A128) helps employers and managers to ensure the necessary steps of the recruitment process are carried out efficiently. Support is provided with writing job descriptions, person specifications and useful up-to-date templates such as Terms and conditions of employment.

Once confirmed in post, People Management in the Early Years (A129) advises Please visit shop.eyalliance.org.uk, call on employees’ rights and employers’ responsibilities, relating to supervisions, 0300 330 0996 or email sickness absence management and up-to-date information on calculating shop@eyalliance.org.uk. holiday pay.

Both publications have a range of standard templates, letters and forms to shop.eyalliance.org.uk simplify the various processes of recruiting and managing employees.

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Time for a spring clean?

Alliance quality and standards manager Melanie Pilcher shares some springtime activity ideas to enjoy with children in your provision

T

his time of year brings an abundance of learning opportunities as fresh and exciting as the spring flowers that are now starting to bloom.

There is certainly something uplifting about making a fresh start at the turn of the season.

Many of us will be spring cleaning our own homes, clearing out clutter and unpacking summer clothes and garden furniture. It’s a longstanding tradition that extends beyond the confines of the home if we consider the opportunities in our wider environment too.

A spring clean does not have to be something undertaken when your service is closed. Spring cleaning your local environment, starting within the immediate confines of your setting, is a good way to harness the enthusiasm of young children to join in and help with tasks that are traditionally considered to be owned by adults.

Starting outdoors Start with the nursery shed or the place where you store large equipment such as bikes, trikes

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climbing frames. If you have used them regularly throughout the winter months, they are likely to have accumulated plenty of mud and dirt.

A cluttered shed is not a safe environment for children or practitioners so before involving them you’ll need to empty it out completely.

Encourage children to take a closer look at the cobwebs that will undoubtedly be strung across corners and crevices. Cobwebs are beautifully created structures that we often don’t stop to think about before we destroy them. Ask children to look for the different types of cobweb, most of which will have been abandoned by spiders so it’s ok to clear them away as you find them.

Recognise the teachable moments that will inevitably occur as children discover something new. Making a digital record of the webs offers a chance to extend the learning later as you remember with the children. Zooming in digitally on a seemingly simple cobweb will clearly show the complexity of the structure and lead to further activities that span the seven areas of learning and development.

Provide further resources such as wool and string that can be used to recreate a web on a black paper background for creative development. Children can practice balance and coordination with a masking tape web on the floor that children can walk carefully across, just like a spider, for physical development.

Cleaning and decluttering Once your shed is relatively clean and clear you can turn your attention fully to the contents. Provide the children with a range of cleaning equipment such as buckets, sponges, scrubbing brushes and a hose pipe. There are going to be plenty of opportunities to use the characteristics of effective learning as children select the right tools for the job.

They will have to consider the sequence of events they will need to undertake to get the desired result. For example, they will need brushes to scrub stubborn dirt and sponges to clean the residue. Maybe allocate different tasks to small groups so that one bike/scooter/

ACTIVITY CORNER

trike passes down the line to be hosed, scrubbed, dried then polished and parked.

Inevitably there will be some items from your storage shed that need to be repaired or replaced. Involving children in the decisionmaking process encourages further problem solving and an awareness of recycling. Can any broken items be re-purposed? Pull-along trolleys or bike trailers with broken wheels make interesting planters in which to grow flowers or vegetables. Smaller broken plastic items from the sand or water tray can be used creatively in junk modeling. Small bike wheels can be fixed to a fence or wall to provide an interesting moveable sculpture for little hands to explore. A broken go-kart, trike or scooter can be further dismantled, giving children the opportunity to use tools such as spanners and screwdrivers.

Litter picking Once the task of tidying the shed is done, take a look at your wider outside environment.

It’s surprising how much debris collects in a setting garden, aside from the normal litter that may have blown in. Practitioners should undertake their usual safety sweep before taking the children outdoors and children will need appropriate equipment if they are to be involved in an outdoor litter-pick. Gloves and litter pickers are vital as well as a few ground rules such as ‘do not pick up anything if you are not sure about it’ will keep everyone safe.

Make separate piles of the broken toys and bits of plastic that tend to accumulate around particular areas like the mud kitchen or outdoor sand pit at the end of a session. Discuss how these items stay in the earth and can be harmful to wildlife, again there are plenty of opportunities to extend the learning by comparing organic matter with man-made

materials such as plastic bags.

Spring is also the time when we assess the damage to outdoor buildings, fences, pathways and trees. Involving the children in this routine activity will encourage them to take notice of their environment and offer suggestions as to what actions might be needed. A broken branch on a tree or a loose fence panel will require immediate attention but can easily go unnoticed. Other actions can be undertaken by the children themselves such as clearing an overgrown path or helping to clear plant pots ready to sow this year’s seeds.

Whatever you do for this year’s springclean, involving the children helps to build an awareness and sense of ownership for their environment that will support their ‘understanding of the world’ which of course begins on our own doorsteps.

Involving children in the clean helps to build their awareness and sense of ownership.

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NUTRITION

Healthy treats

Annie Denny, nutrition manager at the Early Years Nutrition Partnership, explains how you can offer children Easter treats without compromising your healthy eating guidelines

I

f you are planning to celebrate Easter in your provision, there is no reason why children can’t enjoy a few treats. With so much focus on chocolate at this time of year, it can be easy to overindulge. Here are some tips to help your setting have a healthier Easter:

Excited for eggs Eggs traditionally symbolise rebirth and new life. Hen’s eggs offer lots of nutrients for early years children, including protein as well as zinc, selenium and vitamin D. Easter is a great opportunity to discuss with children how they have tried eggs before and to introduce new ways of cooking them.

Poached, boiled, scrambled, coddled, served in a sandwich, baked into a breakfast muffin with tomato, spinach and cheese or mixed into an omelette – there are countless ways to try serving eggs to children in your setting. Make sure you follow your allergy policy for any children who may be allergic.

Easter eggs At this time of year children are offered a lot of chocolate outside the setting, so we encourage practitioners to aim for a sugar-free celebration within the setting itself. Easter egg hunts can be just as fun with wooden or plastic eggs. You could try hiding carrots for the Easter bunny instead – once they’ve all been found, children can help prepare them for cooking.

While all types of chocolate tend to be high in saturated fat and free sugars, no food should be forbidden for children. Easter could be a chance to teach them about quality over

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quantity. Children might not like the strong flavour of dark chocolate, which often contains less sugar than milk chocolate, but they might enjoy a tasting session comparing chocolates with different percentages of cocoa solids.

Homemade treats The humble hot cross bun seems to have been reinvented in recent years to include varieties with caramel, chocolate chips and other sugary ingredients. Choose wholemeal versions where available in your setting or have a go at baking your own buns. Children may find it easier to use pre-cut thin strips of pastry to make the crosses on top rather than trying to pipe on a flour and water mix.

Easter nests and crispy cakes are also popular Easter treats, but they are often made with both chocolate and golden syrup and the mini eggs used to decorate are a choking hazard. Instead, try one of these healthier ideas: Use a cookie cutter to cut apple slices or toast into Easter egg shapes. Children can spread them with cream cheese or nut butters, where safe to do so. The eggs can be decorated with dried raisins, cranberries, blueberries or cocoa powder.

Shaped silicone moulds can be used to make frozen yoghurt or smoothie shapes with an Easter theme.

Use egg or rabbit shaped cookie cutters to cut sandwiches into fun shapes. The offcuts can be used to make croutons for soup or breadcrumbs.

Use scotch pancakes as the basis of an Easter bunny’s face. Use slices of fruit or

berries to create ears, eyes, mouth and nose. Make whiskers using thin strips of pancake, cheese or dried pasta.

Make cute Easter chicks using hard-boiled eggs. Shell the eggs and cut off a small slice from the bottom so that it stands up. Slice across the middle to make a top. Scoop out the yolk from the middle and mash with some mayonnaise until you have a smooth, yellow mix. You may need to add some extra egg. Place a spoonful into the cavity of each egg, piling it up on top of the egg. Add black peppercorns to make the chick faces. Then place the top of the egg back on. You could use carrots or strips of orange pepper to make feet and a beak.

Sit down to a roast Easter is a great opportunity for your service to sit down together for a celebratory roast dinner. You can make healthier roast potatoes by cooking them into large chunks, which will absorb less fat, and roasting them in olive, rapeseed or sunflower oil. This will be better than lard, goose or duck fats which are high in saturated fats.

Include lots of fresh vegetables to help children get their five-a-day target. Spring greens and leafy kale are in season at this time of year and are rich in vitamin C and folic acid.

Kale is also a good source of calcium.

More information For practical support with food and nutrition in your setting from an expert nutritionist or dietitian, contact the Early Years Nutrition Partnership at www.eynpartnership.org.

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