Under 5 April 2021 by Under 5

Under 5 the magazine of the early years alliance

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April 2021

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welcome

News

Welcome to Under 5

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

After a very difficult start to 2021 for many early years providers, I hope this issue arrives at a slightly more positive time. By now, all providers should be able to access Lateral Flow Devices for asymptomatic testing and, if all goes to plan, on 12 April we should see a slight easing of restrictions on parent and toddler groups – who will be able to meet up inside once again. While we’re of course hoping for lots of warm, sunny days as the restrictions finally relax, our activity corner this month has focused on rainy day ideas to keep you busy even if the weather is less than ideal in the coming weeks (page 24). To help you and your team with your asymptomatic testing programme, we’ve answered some of your most common questions and explained key guidance from the Department for Education (page 16). This issue also includes a reminder of the rules on registering with the Information Commissioner’s Office (ICO) as we know that they have been in touch with many early years providers in recent weeks (page 12). We’ve also got an update on the information shared by the National Cyber Security Centre about how to protect your provision from cyber attacks (page 22). We’ve also got some exciting new about the Alliance’s annual conference, which will be taking place virtually this year. We’ll have more details to come in the next few issues, but don’t forget to add the date to your diary as tickets are free to all Alliance members (page 19). If your parent and toddler group is looking to reopen in the coming weeks, we’ve also got some ideas for getting children and staff ready to return (page 28). We’ve also heard how one Alliance team has been reaching out to new parents in the pandemic (page 20). With more children returning to settings in the past few months, it’s been great to see so many good news stories on our My Under 5 page – please do keep sharing your pictures and updates with us. As always, you can reach us at editor.u5@eyalliance.org.uk.

My Under 5

Letters to the editor

Do you need to register with the ICO?

Alliance members share good news and updates from their settings

Under 5 readers share their views

A reminder of the rules on data protection

SEND: understanding your obligations The team at Law-Call explain the Equality Act and what it means for early years providers

Asymptomatic testing in your setting Answering your most common questions on LFDs

WELCOME & CONTENTS

Save the date Get ready for the Alliance annual conference 2021

20 My baby and me

How the Alliance has been supporting families remotely in the pandemic

22 How to be cyber secure

Quick tips for keeping safe online in your early years setting

24 Drip drip drop little April shower…

Alliance quality and standards manager Melanie Pilcher shares outdoor activities for rainy days

27 Preventing tooth decay

The ITF explains how you can support children’s oral health

28 Welcome Back: family services

Getting ready for the return of baby and toddler groups

30 Exploring speech and language

How the BBC’s Tiny Happy People programme can help families at your setting

32 Friends for life?

How families can support positive relationships between siblings

33 Competition

Rachel Lawler, editor

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in brief...

LOCKDOWN LULL: More than three quarters of parents say their children have been less physically active during lockdown, according to a survey by the Youth Sport Trust.

“nurseries will also qualify for relief in the same way as other eligible properties”.

Universal Credit

round-up Treasury fails to deliver targeted early years support in Budget Chancellor Rishi Sunak failed to provide any specific financial support packages for the early years sector as he outlined his plans in the latest Budget last month. The update comes shortly after new research from the Alliance and analysts Ceeda found a £247 million funding shortfall for early years providers in the spring term. Elsewhere, the Chancellor provided updates on some existing schemes:

Job Retention Scheme The Job Retention Scheme, or furlough, will be extended until the end of September 2021. The scheme was previously due to close at the end of April but many sectors that rely on it are still facing restrictions and disruptions due to the pandemic.

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From July onwards, employers will be expected to pay for 10% of workers’ wages, rising to 20% in August and September

Self-employed scheme The government’s support scheme for the self-employed (SEISS) will also be extended until September 2021. The scheme will also be extended to include those who became self-employed in 2019-20 and were previously ineligible for support.

Business rates The government will continue to offer 100% business rates relief after 1 April 2021, with the relief extended until 30 June 2021. The Treasury has confirmed that

Elsewhere, the Treasury will also be extending the £20 a week increase in Universal Credit payments, although for some families this will be made as a oneoff payment of £500.

Employer support The Treasury also promised additional funding for its Kickstart scheme for unemployed workers aged under 25 and its Restart scheme aimed at older workers. The Treasury will also be increasing payments to employers who employ apprentices with a payment of £3,000 for each new apprentice hired between 1 April and 30 September 2021. Neil Leitch, chief executive of the Alliance, commented: “Given the vital role early education and childcare providers will play in the UK’s short and long-term economy recovery, it is both disappointing and hugely frustrating that this Budget did not include any specific financial support packages for the early years. “While the extension of the business rates holiday will provide welcome relief to some providers, this is only one piece of a very complex financial puzzle, and there are many in the sector who will not benefit at all from this announcement. “With early years attendance levels still well below normal, and ongoing additional costs associated with coronavirus, urgent help is needed to ensure our vital sector can continue delivering quality care and education to the children and families that need it. “Limited financial support throughout this crisis, combined with years of sector underfunding, has already led to the unnecessary closure of nurseries, preschools and childminders across the country. Without urgent action, this trend will undoubtedly continue. That is why, on top of emergency support during the pandemic, government must undertake a full review of early entitlement funding to ensure that the sector is able to remain sustainable in the long term. “Countless reports show that if the Treasury really wants to reduce long-term spending, investment in the early years sector is an investment that is proven to last a lifetime. I cannot understand why this government is so unwilling to accept that.”

SEND LOTTERY: Children with SEND in the poorest areas are less likely to get help than those in more affluent areas, according to a report from the EPI.

ALLERGY ANGST: Researchers at the University of East Anglia say that third of parents whose child has a food allergy say they have moderate to severe anxiety about it.

Providers face £247m funding shortfall in spring term

childminders with lower headcounts will lose an estimated average of £2,485 funding

own latest statistics on early years attendance levels show that the number of children attending nurseries, pre-schools and childminders during the latest national lockdown is just 62% of normal daily levels (compared to November 2020 when it was 85%). The government has claimed that early years providers can recover their funding losses through furlough support. However, as wage costs account for around three-quarters of providers’ overall costs, and the Job Retention Scheme only provides funding for 80% of wage costs, even if a setting was able to claim maximum furlough support, this would still only equate to around 59% of what they had lost for an unoccupied funded place. The joint Alliance/Ceeda survey also found that only a minority of providers (45% of nurseries and pre-schools and 19% of childminders employing assistants) had any members of staff on furlough at the time of the survey, with many only able to receive limited support from the Job Retention team, for a number of reasons:

This means that the sector is currently facing total losses of £247 million over this period. The Department for Education’s

40% of nurseries and pre-schools said occupancy was fluctuating rapidly, making it hard to plan ahead for required staffing levels.

The early years sector faces losing a quarter of a billion pounds over the spring term due to the withdrawal of vital government funding, according to new analysis from independent researcher Ceeda. Analysis of a recent survey carried out by the Alliance and Ceeda shows that almost two thirds of nurseries and pre-schools (65%) and four in 10 (42%) childminders reported having fewer children taking up funded childcare places this January, compared to the same period in 2020. The government’s recent decision to base funding for funded early years places for two-, three- and four-yearolds on the number of children currently registered at early years settings during the spring term, rather than on prepandemic attendance levels as it in 2020, means that in the spring term: group-based providers with lower headcounts will lose an estimated average of £13,390 funding

Almost a third (31%) said they still needed their staff despite falling demand, to manage increased cleaning (77%), cover high Covidrelated staff absence (66%) and manage the higher staff-child ratios required by ‘bubbles’. A quarter (24%) said the additional criteria for furlough claims in early years provision meant it was not possible to claim support for a post only partly paid by funded income. While most childminders are eligible for the Self-employed Income Support Scheme (SEISS), the decision to calculate this support based on profits rather than income has meant that for childminders, many of whom have made little profit over recent years, the financial support offered by the scheme is limited. Newly-employed childminders, who fall outside of the eligibility criteria, have received no support at all from SEISS. Neil Leitch, chief executive of the Alliance, said: “With the sector facing spring term funding losses of nearly a quarter of a billion pounds, it is absolutely critical that the government reverts back to basing early years funding on pre-pandemic attendance levels, as it did during the summer and autumn term last year.”

New children’s commissioner promises to “rebuild childhood” New children’s commissioner Rachel de Souza has launched a “once-in-generation” review of childhood following the pandemic. The survey aims to “identify the barriers preventing children from reaching their full potential”, focusing on both problems highlighted by the pandemic and long-term “policy shortfalls”. The children’s commissioner claims its “Big Ask” will be the largest consultation ever held with children in England, asking them how the pandemic has changed their lives for the better or worse, what their aspirations are and the barriers to reaching them, how things are at home, how their communities and local environment could be improved and how they feel about the future and the challenges

facing the world. Dame Rachel de Souza commented: “My ambition is for the Childhood Review to not just reveal the barriers that are holding children back, but also to help Government and others to provide policy solutions. It will also set out metrics and targets I will be using to hold them to account. “I want to see childhood right at the top of the Government agenda. That means every speech from the Prime Minister and Chancellor mentioning children, and every Government department constantly pushing to improve the lives of children.” Neil Leitch, chief executive of the Alliance, commented: “We warmly welcome this new initiative from the children’s commissioner

and in particular, its focus on ensuring that the needs of the child are at the heart of all relevant government policy. “We know that all too often, decisions around education and care are not informed by the views of those directly affected by them. As such, the emphasis on capturing the voices of children and young people and in the case of the very youngest, their parents and families - in this initiative is a very positive step forward. “We at the Alliance look forward to working closely with the new children’s commissioner on this important work and ensuring that the early years sector, and the children and families that we support, are fully represented going forward.”

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TUC calls on the government to “lift burdens on working mums” The TUC has called on government ministers to do more to ease the burdens on working mums. The union says that women have “borne the brunt” of the coronavirus pandemic, after previous polling found that most mothers (90%) have taken on more childcare responsibilities since the start of the pandemic. Approximately one in every six mothers (16%) have had no choice but to reduce their working hours in order to fulfil these extra childcare duties. While early years settings and schools have reopened, wraparound care, such as breakfast and after-school clubs, are still limited if available, and many children may be sent home if a child tests positive for coronavirus. Another TUC survey found that nearly three-quarters of mums (71%) who had asked for furlough to help them balance work and care in the pandemic had seen their requests refused, even though they were eligible. Nearly all mums (90%) said that their anxiety and stress levels had increased during the latest lockdown. In response the TUC is calling for the government to make five key changes: Increase pay for all key workers as more than two in every five key workers are currently paid less than £10 an hour. Increase statutory sick pay from £95.85 a week to £320 a week to ensure that

workers can afford to self-isolate if they need to. A right to 10 days parental leave per child each year, on full pay as parents currently have no legal right to paid leave to look after their children. Introduce a right to flexible working from the first day in a new job, including working from home, job-sharing, compressed hours and term-time only. Increase funding for childcare to ensure setting remain open and parents can get the childcare they need. TUC general secretary Frances O’Grady said: “Working mums have picked up the lion share of caring responsibilities while schools have been closed, with many giving up hours and pay to do so. We now risk turning the clock back on generations of progress women have made at work. This crisis has to be a turning point. Mums deserve so much more. We can’t allow these inequalities to take root as we emerge from the pandemic. “Ministers need to introduce a range of measures to get women back into work, keep them in the workplace and help them cope with the extra demands posed by the crisis – or gender equality could be set back decades and women’s and children’s poverty could soar.”

Early years households and bubbles to be included in asymptomatic testing programme The government has updated its guidance on asymptomatic testing, allowing households and bubbles of children and staff at nurseries, pre-schools and childminders to access regular asymptomatic home test kits. This scheme was initially only made available to children and staff attending schools and colleges, but will now be extended to include early years settings. Anyone who is a member of a household or childcare bubble of a child or staff member at an early years setting can get a twice-weekly test: through their employer if they offer testing to employees at a local test site

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by collecting a home test kit from a test site by ordering a home test kit online It is important to note that the Lateral Flow Devices used in the asymptomatic testing scheme should not be used by those experiencing symptoms of Covid19. Anyone experiencing symptoms should access a PCR test through the NHS Test and Trace scheme. This latest update follows shortly after the long awaited roll-out of home asymptomatic testing for early years providers, including the rollout of home test kits for nursery and pre-school staff, and the extension of the online service to childminders.

Early years providers willfor not be prioritised Call tax-free childcare for vaccines underspend to be reallocated Early years providers, alongside other educators, will not be prioritised in the second phase of the Covid-19 vaccine roll out, the government has confirmed. The Joint Committee on Vaccination and Immunisation (JCVI) has stated that targeting people by occupation “would be more complex to deliver” and warned that this approach “may slow down” the UK’s vaccination roll-out. Instead, the JCVI is option for an “agebased approach”, rolling out the vaccine based on age groups after priority groups 1-9 have received at least one dose of the vaccine, starting with everyone aged 40-49 years old. Professor Wei Shan Lim, chair for the JCVI, commented: “The evidence is clear that the risk of hospitalisation and death increases with age. The vaccination programme is a huge success and continuing the agebased rollout will provide the greatest benefit in the shortest time, including to those in occupations at a higher risk of exposure.” This decision comes after months of campaigning from the education sector, including the Alliance’s joint call alongside other leading organisations and unions. Research undertaken by the Alliance, in partnership with independent sector analysts Ceeda, revealed that one in 10 nursery and pre-school staff, and one in 12 childminders, had suffered from Covid-19 since 1 December 2020. Meanwhile, recent Ofsted statistics revealed reports of positive cases in early years settings doubled over a seven day period in January. When speaking to the health and social care committee in January, health secretary Matt Hancock previously said that nursery staff, along with teachers and other key workers, “have a good case” for being prioritised after the Phase 1 group. Education secretary Gavin Williamson told the Education Select Committee in January that he was fighting “tooth and nail” to get teachers and school staff prioritised for vaccines. He said: “It is the thing I have conversations about every single day.” Neil Leitch, chief executive of the Alliance, commented: “If there was a genuine will to protect our educators, rather than just chasing top-line vaccine figures, I have no doubt it could be done just as quickly and efficiently as every other phase of the rollout to date.”

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Staying in touch Children at Buttercups Nursery in Chalfont Park have sent messages of love to their friends at Chalfont Lodge Care Centre, after sadly being unable to visit them since the start of lockdown last year. They created a beautiful banner, which was used as a backdrop for a musical recital at the care home and served as a timey reminder to the residents that they are not alone, despite the current circumstances.

World Book Day

Day this ted World Book Rednal celebra in y er rs yed Nu jo es en Jellybabi children also ncy dress. The fa of y Love da ns a ie th year wi h the story: Al r space, throug te ou ade t m ou so ab al lear ning n aliens. They inted their ow pa d an e , ur ts nt an r adve Underp took an outdoo orer hats and e children also Th . their own expl nt Hu ar Going on a Be re e’ W g in s to enjoy ad after re buy more book kens, ready to to ok bo d ive all rece at home.

Happy Chinese New Year! Staff at Keystone Nursery in Birmingham have been focusing on ‘cultural capital’ and decided to use Chinese New Year as a chance to teach the children about a different culture. The children dressed in red and took part in themed activities, making lanterns, decorating dragons and trying homemade stir fry, sweet and sour chicken and prawn crackers.

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Going on a

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r hunt… Children a t The de L acey Montesso ri School in Isleworth celebrate d World B o o k Day 2021 with a sen sory explo ra ti o n of one of their fa vourite bo oks – We’r Going on e A Bear Hu nt by Mic Rosen. Th h ael e children stepped through sw ishy swish y grass, thick oozy mud and th e splishy splashy ri ver before m a king their way to th e end, wh e re th ere was of course a bear wa iting for th em!

Spring display

aptain Tom ute to Sir C ib tr id a p hildren ex ary. The c ool in Ess g in Febru n Pre Sch in o lt ss a a p W t is a llowing the news of h Children g the sad ard after fo in c y rn a a th d le r park, th e ir a 100 b nd the car Moore aft de Sir Tom alked arou a w m y e y h sl T u . b o n a anner had previ the garde lso made ps around gs. They a la fla is g More h n f vi o a book, One progress gs and w War II son parts of his d to rl o d e W n te to and lis listening footprints -coloured of rainbow

Staff at Newman Preschool Playg roup in Orpington children create a helped spring display to raise spirits after difficult year and a very several periods of closure at the children’s ‘April se ttin g. The showers bring sp ring flowers’ displa already cheered y ha s up staff and child ren alike, raising hopes for more po ev ery on e’s sitive times ahea d.

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Lockdown life

social am have worked with Alliance staff in Lewish iver play mes to develop and del enterprise Creative Ho group sessions and ilies while home visits resources to 178 fam es are filled box latest lockdown. The were suspended in the for everyday des gui equipment as well as with games, toys and weekly ed duc wn. The team also pro family life under lockdo gs. inal stories and son online activities with orig

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 Turning point It is unbelievable that the early years sector has not been prioritised for the vaccine, a sector that has been told by the government to open for all children that don’t know or understand about social distancing rules. this is the only sector within education that has not been able to social distance from its children, yet we are not given a second thought by those in parliament – simply put, we are treated as not important by those in power. Every single day of the week we put ourselves and our families at risk. Why do we do it? Because we care. We care about the children and giving them some sort of routine and normality during this pandemic. There is no way you can socially distance from a child who is upset or just wants a hug. I held a Microsoft Teams meeting with our local MP who is a strong supporter of early years and has raised many of the issues that we have issues or concerns we have with the vaccine and social distancing. All early years settings received a thank you letter from the secretary of state for education Gavin Williamson and I found it to be so patronising. I wrote back to him, saying that sometimes a “thank you” isn’t enough. A “thank you” doesn’t protect us and the best “thank you” he could give the early years sector would be prioritisation for the covid vaccine. I’m sure you will many providers will agree with that. I stated that I felt that as secretary of state for education, he has not done enough to support our sector in parliament and could have done more in pushing for the vaccine. I felt that Gavin Williamson should know the feelings, worries and issues from those in the frontline of the early years sector. Whether I receive a reply remains to be seen, but I’m not holding out much hope. Thanks to the early years workforce being so disregarded by the government, I too am now thinking of leaving the sector. We are given constant guidance which needs constant clarification because it is often so unclear. It seems to me that the only importance is data, data, data – not how we are feeling, our worries and concerns. Data is far more important than the workforce. The stress and the pressure of opening to all children with no chance of social distancing - we take that stress home with us and unfortunately our families must put up with it. It feels as though we are in a pressure cooker ready to explode. When it affects those you love, it is really worth the stress of working in early years? At this moment in time, I really don’t think so. I am at a turning point right now, the signpost in front of me is pointing two ways – in one direction it’s saying: “stay in the sector” and to the other it says: “leave the sector”. Which way I will go time will tell, but at the moment I am stood staring at both signs. With this current government, the early years sector is struggling, and I can see there will be some settings that will unfortunately be forced to close. Many workers will choose to leave for their own wellbeing. Until there is a change in those in parliament then things will not get any better. I seem to have taken on a role as fighting for a cause because I care, which I am happy to do. I will state my case to those who will listen and those who don’t listen I will state it anyway. I feel I must do all I can and do my bit, so to speak. To quote Dr Suess’ The Lorax: “Unless someone like you cares an awful lot, Nothing is going to get better. It’s not” At the time of writing I have booked my Covid-19 vaccination because of my age. But even when I have had my jab I will continue to fight for the younger workforce. Why should they be left on the shelf just waiting for their vaccination? Mark Taylor, manager, Bushmead Preschool, Luton

Email your letters to: editor.u5@eyalliance.org.uk using the subject line ‘Letters’.

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This month’s Star Letter writer wins a bundle of books for their early years setting.

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If you’re interested in enjoying this and many more amazing FREE Alliance member offers, simply visit eyalliance.org.uk

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Do you need to register with the ICO? Many early years providers have been contacted by the ICO in recent weeks about the need to register and pay an annual data protection fee. Here, we remind readers of the current rules

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DATA PROTECTION

he Information Commissioner’s Office (ICO) is the UK’s data protection regulator. All businesses that process any personal information are required to register with them and pay an annual fee to the ICO – unless they are exempt. This is usually £40 or £60 a year depending on the size of your business, although large organisations will need to pay £2,900. These costs help pay for the ICO’s work in ensuring that data is handled lawfully by all businesses. Failing to register and pay the fee could result in a fine of up to £4,000. Registering with the ICO will also demonstrate to families that you are taking data protection seriously and care about keeping their information safe. After all the upheaval of the last 12 months, it’s understandable that this requirement may have slipped your mind. You may have recently received a letter from the ICO, quoting your Companies House number and asking you to either pay the fee or let them know that you are exempt. Here is a quick reminder of the rules on registering with the ICO…

If you are processing personal data solely for the purposes of establishing or maintaining membership or support of a non-for-profit organisation, or to administer the activities of your members – and if you do not process any other personal data – then you are exempt from paying the fee. But this is unlikely to apply to notfor-profit childcare providers, who will be processing the personal data of the children they look after. Therefore, a notfor-profit childcare provider would still need to pay the fee to the ICO.

Are we exempt if we only use paperwork and no electronic databases?

If you don’t need to pay, visit ico.org.uk/ no-fee to let the ICO know why you are exempt from paying. If you’re not sure whether or not you are exempt, visit ico. org.uk/fee-checker to make sure.

If none of your processing is carried out on a computer, then you do not have to pay the data protection fee. This includes any type of computer – laptop, desktop, tablet or cloud computing. It also includes other types of equipment which, although not normally described as computers, have some ability to process automatically. Examples include automatic retrieval systems for audio and visual systems, electronic flexi-time systems, telephone logging equipment, CCTV systems and smartphones. In other words, if the only data you process is manual data – help on paper and not stored electronically – then you do not have to pay a fee to the ICO. But if any of your data is stored or processed electronically, then you will be required to pay the fee.

We are a not-for-profit organisation. Do we have to pay?

Do childminders and small settings need to pay the fee?

Some not-for-profit organisations are not required to pay, but only in very limited circumstances.

If you are processing personal data for anything other than personal, family or household affairs, then you must pay

How do I pay? Visit ico.org.uk/fee and click ‘first time payment’ or ‘renew’, whichever applies to you. You’ll need to complete an online application, which will take around 15 minutes before sending the payment. To save time and hassle going forward, you can set up a direct debit, which will also save £5 on your usual fee.

My setting is exempt from paying the fee – what should I do if I have received a letter from the ICO?

the fee to the ICO, no matter how small the organisation or how few people you employ. This means that small settings and childminders, even if operating out of their own homes, must pay the appropriate fee. There are three different tiers of fee, based on how many members of staff you have and your annual turnover. Microorganisations – those with a turnover of less than £632,000 per year and no more than 10 members of staff – are in Tier 1, which means their fee is £40 a year.

How long will I need to be registered with the ICO for after my setting/ childminding business closes? The current UK GDPR does not set specific time frames on how long personal data must be retained. The law states that data must be retained for no longer than is necessary for the purpose for which it was collected. This leaves it open to organisations to determine for themselves how long it is necessary for them to hold on to data. You will need to take into account any other legislation you might be subject to, as well as the advice of professional associations. Insurance companies may also have requirements or recommendations about how long you need to retain records. Whatever retention period you decide upon, you should record this and inform data subjects in your privacy notice how long you plan to keep their data for.

Registering with the ICO will demonstrate that you are taking data protection seriously.

More information Visit the ICO’s website for more information, including a FAQs and self-assessment checklists as well as a dedicated advice line for small organisations. You can also sign up to the ICO’s newsletter for regular updates on guidance and details of their latest webinars. www.ico.org.uk/hub or call 030 123 113.

SEND: understandin The team at Law-Call, a 24-hour legal helpline available to Alliance members, explains common legal concerns around children with SEND

hildren with additional learning needs, special needs, learning difficulties or special educational needs - whatever terms your setting prefers to use, you are obliged, under the Statutory Framework for Early Years, to evaluate a child’s progress at certain milestones to help recognise needs early on and provide them with support where needed. A child is defined as having a difficulty or disability if they: have significantly greater difficulty learning than the majority of others at the same age OR have a disability which prevents or hinders them from making use of facilities of a kind generally provided for others of the same age in mainstream education settings

Here are the main legal obligations early years settings have when it comes to offering care and early education for children with SEND: Part three of the Children and Families Act

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2014 requires Local Authorities to provide support for children with SEND. There is a legal presumption that children that children will be educated in a mainstream setting, unless parents or child are against it. Local Authorities must work with other service providers to achieve this. As a result, there is a framework of regulations and supplementary government guidance that explores or elaborates upon these and other obligations. The Statutory Framework for the Early Years refers to the need for the appropriate and timely assessment of a child, and the need to appoint a SENCO. It also requires every setting to comply with the SEND Code of Practice 2015. The Code of Practice is a substantial code that explains that a child or young person with a learning need or disability has a SENCO.

Who is responsible? The legal responsibility for compliance within this statutory framework and code ulimately lies with the setting owner, committee or directors

of an early years setting. Day-to-day matters should usually be delegated to the manager of the setting. They will need to propose appropriate SEND policies and work closely with the setting SENCO, as well as families and any third-party agencies. Every setting is also required to appoint a SENCO. They will be responsible for the day-to-day application of the setting’s SEND policies. They must co-ordinate how this is applied within the setting and are responsible for helping other practitioners to understand how the setting’s SEND policies apply to their daily role. Between the SENCO and setting manager, settings will be able to ensure that their obligations are complied with.

The Equality Act Potentially, children with special educational needs may also be children with disabilities - which is a protected characteristic under the Equality Act 2010. The Act describes

LAW-CALL

ng your obligations a disability as: “a physical or mental impairment, which has a long-term and substantial adverse effect on someone’s ability to carry out normal day-to-day activities”. This definition means that the Act applies equally to a child with developmental language concerns as it does to a child with epilepsy. However, early years providers often misunderstand the extent and degree of their obligations under the Equality Act 2010. Most settings understand that they cannot refuse admission of a child due to a disability - which would be direct discrimination, and something we rarely deal with here at Law-Call, as most settings adopt a holistic, inclusive and nurturing approach. A more common scenario is cases that fall into the indirect discrimination category. This is where a setting has applied a policy or approach that could have a worse impact on a disabled child than it does on a child without any disabilities. Indirect discrimination

may be lawful if the setting has an objective justification defence - this means that the policy or approach is a proportionate means of achieving a legitimate aim. If you are concerned about this, it’s best to get specialist advice from Law-Call. The Equality Act imposes a duty on providers to make “reasonable adjustments” for children with disabilities. We would advise early years settings to speak with the child’s parents first before exploring the need for any specialist advice from third parties, such as GPs, educational psychologists and health visitors. This will help you to assess where you can support a child within the framework. In challenging cases where you are concerned that a child with SEND may potentially pose a threat to staff or other children at the setting, due to their behaviour or needs, we suggest you get in touch with Law-Call for bespoke

advice to navigate this difficult situation. Good SEND practice comes from appropriately trained staff who are able to assess a child’s progress in accordance with their own policies, the Statutory Framework and the Department for Education’s SEND Code 2015. Staff must be able to recognise any need quickly and put support into place, working with parents and third parties where necessary.

Find out more If you have any questions around dealing with children with SEND and the law, including the Equality Act, please get in touch with Law-Call for advice. Alliance members can find their details in the members’ area of our website at eyalliance.org.uk/members-area. For more information about caring for children with SEND in your setting, you can view a range of Alliance guides and resources online at eyalliance.org.uk/send.

Asymptomatic testing in your setting Lateral Flow testing has been rolled-out across early years settings in England to help stop the spread of Covid-19. Here, we answer your most common questions

ateral flow testing is being rolled out across PVI early years settings as part of the government’s efforts to limit the spread of Covid-19. This testing is used to identify cases of Covid-19 where no symptoms have been displayed (i.e. asymptomatic testing).

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Remember… If a member of staff is displaying Covid symptoms, then lateral flow testing should not be used. Instead, they should book and take a PCR test (i.e. a test for those with Covid symptoms) and self-isolate until they have received their results.

What are LFDs? LFD stands for Lateral Flow Device. These tests check whether or not someone may have Covid-19 without the need for laboratory processing, and offer a result within 30 minutes. They are different to the PCR (Polymerase chain reaction) tests, which

COVID-19

are used for people who have Covid-19 symptoms and must be sent to a lab. Are LFD tests accurate? The Department for Education (DfE) has advised that LFD tests have been evaluated by Public Health England and the University of Oxford and are said to be accurate and sensitive enough for community screening. They added that “while no test is perfect, these devices have been successfully used to detect Covid-19 in people without symptoms”. However, those who receive a negative result from an LFD test should continue to follow social distancing and other protective measures. Who is eligible to receive LFD tests and when will we receive them? All PVI nurseries and pre-schools should have started receiving test kits at some point after 15 March, ready to start using on 22 March. School-based nurseries and maintained nursery schools should already be receiving these kits. Childminders can order tests online via the .gov.uk website. Are wraparound childcare providers included? The DfE has advised that “anyone who works in an occupation related to a childcare provider, school, nursery or college, and their household, childcare and support bubbles” is able to order LFD tests. How do we order more tests after we use up our initial supply? The DfE has said that guidance on how PVI nurseries and pre-schools should order further supplies will be made available by the start of April. Which staff members should get test kits? Early years providers should offer testing to all staff in their settings – including contractors or rotating staff members.

Those supporting with wraparound care, those working in catering, and any therapists or volunteers should also be included. Staff that work at more than one early years setting or school should collect their tests from the same setting each week. Any members of staff working from home who do not ever attend your setting in person do not need to join the testing programme. Are all staff required to take the test? No. Although the DfE says it expects that all eligible settings will want to participate in the scheme, it is not compulsory for staff to take part if any wish to opt out of the scheme, though it is strongly encouraged. Staff who refuse to take tests can still work in your setting. Can staff who have previously tested positive for Covid-19 take part? Staff who have tested positive for Covid-19 are exempt from LFD testing for 90 days after their positive test result. Should staff who have been vaccinated take part in the scheme? Yes – it is not yet known whether or not the vaccines prevent transmission of the virus so staff who have been vaccinated should follow testing guidelines too. The vaccine will not interfere with their test results.

Full instructions on how to use the tests are provided with the test kits. Each box contains seven tests. Settings should keep a test kit log, where they record which individual has taken which kits home in case there is an incident requiring investigation or batch recall. Should staff always take the tests at home or can they be taken at the setting? Staff should take the tests at home, not at the setting. This is because the risk of transmission is reduced if a staff member tests positive at home rather than in the setting. The home test kits are also manufactured specifically for use at home and the instructions are specific to this environment. When and how often should the tests be taken? Tests should be taken twice a week with a gap of three or four days between each test. The tests should ideally be used in the morning, before coming into work, though the DfE advises that staff can also test on a Sunday evening. Any staff who work part-time should also be tested twice weekly, in the same intervals.

How should we store the tests? Tests should be kept indoors, between 2-30 degrees. If they are stored somewhere cooler than 15 degrees they will need to be moved in to a warmer room for around 30 minutes before they are used.

Are there any rules or requirements for how to take the tests? Staff should avoid drinking or eating in the half-hour before taking the test – although drinking a small amount of water should be okay. The DfE says that brushing your teeth is “unlikely” to have an impact on the test but advises waiting a while after doing so before testing.

How should we distribute tests to staff? Settings should arrange to distribute kits to staff at the setting while maintaining social distancing and wearing appropriate face coverings. The DfE recommends allocating time slots for staff to collect tests to avoid queues and crowding.

How much time is the administration of home testing expected to take? The DfE estimates that the initial set up and registration of staff and distributing kits will take up to two days and the regular recording of staff test results will take up to one day over the course of a working week.

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COVID-19

They recommended that each setting appoints a ‘Covid Coordinator’ and a ‘Registration Assistant’. Your Covid Coordinator will need to: cover the overall management of the programme engage and communicate with staff and parents ensure that staff follow the right instructions report incidents and carry out risk management reorder test kits when required (advice on this will follow soon) Your Registration Assistant will need to: distribute test kits and manage the distribution schedule work with the Covid Coordinator to manage kit stock record self-reported results send reminders to staff to report their results online and to the setting respond to staff questions about testing What happens if a member of staff gets a negative test result? Staff who get a negative test result should log their result via the NHS Test and Trace selfreport gov.uk page. They can then continue working, though it is important that they keep following Covid-19 guidelines as normal. The DfE has advised that there is no requirement for staff to provide proof of a negative test result. What happens if a member of staff gets a positive test result? If staff get a positive result from a LFD test, they should report their results to NHS Test and Trace as soon as the test is complete, via the self-report gov.uk page. They should

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also let their setting know so that they can identify close contacts and make cover arrangements. The member of staff and the rest of their household should immediately self-isolate. However, the staff member will also need to book a PCR test to confirm the result. If the follow-up PCR test is negative, they and their household can stop isolating. If the PCR test is also positive, then the staff member should: ontinue to isolate (alongside any other c members of their household) in line with Stay at Home guidance inform their nursery or pre-school of the positive PCR result. What happens if a test is void? This means that the test has not worked correctly and the staff member should take another test as soon as possible – ideally on the same day. This should be with a new test kit. Nothing from the first kit should be reused. The result should still be reported to NHS Test and Trace, via the self-report gov.uk page. If more than one test has a void result, you may have a faulty batch of test kits. A staff member has been told to selfisolate by NHS Test and Trace, but has taken an LFD test which was negative. Do they still have to self-isolate? Yes. Staff who are contacted by NHS Test and Trace as a contact of a positive case will need to self-isolate immediately. LFD results cannot be used to allow staff to end self-isolation. Does the setting need to keep a record of test results? Yes – there is no way for settings to

access staff test results through the NHS reporting system so you will need to do this in the setting in order to help with contact tracing. You’ll need to keep this for 12 months from the date of your setting’s last entries in the log. Your setting will need to be satisfied that it has a ‘lawful basis’ for processing this information under data protection regulations. You should provide staff with a privacy notice. Do the tests contain any harmful substances? No – the manufacturer states that there are no hazards anticipated if individuals follow instructions for their use. Are the tests latex-free? Yes - the swabs do not contain any latex. Do the tests contain any animal products? The antibody technology present in the LFD kits are made using animal cells – this is common with other tests of this kind, including commercially available pregnancy tests. No animal products have been used in the production of the swabs, which is the only materials which individuals come into direct contact with and at no time were any of the component parts tested on animals. Are the tests safe for pregnant staff? Yes, LFDs are safe for use by those who are pregnant.

Find out more For more information, including links to the Department for Education’s guidance on Lateral Flow Device testing, visit eyalliance.org.uk/LFDs.

EVENT

SAVE THE D ATE

17 JUN E 2021 6PM 8.45PM

The Alliance’s annual conference is taking place online on Thursday 17 June at 6pm

WE ARE EDUCATORS: PUTTING EARLY YEARS AT THE HEART OF EDUCATION POLICY

Due to the ongoing coronavirus pandemic and all the uncertainty it brings, we’ve decided to take our annual conference online this year to help ensure that as many of you as possible are able to attend. Following feedback from providers, we’ve decided to host it on a Thursday evening and we’d love it if you could join us! We’ll be discussing the country’s response to the challenges of the pandemic – and how early years providers are key to rebuilding education – with a variety of key speakers, a Q&A session and several breakout sessions. Seminar topics will include*: the revised EYFS Framework supporting children’s emotional wellbeing Please keep an eye out for further updates in the next few weeks, but in the meantime – do add 17 June to your diaries! We’ll be sharing more details online soon visit eyalliance.org.uk and make sure you have subscribed to our emailed updates. *subject to confirmation

FREE TO ALLIANCE MEMBERS UNDER 5

My baby and me With many parenting groups and meet-ups cancelled or postponed in the pandemic, new families are facing a serious lack of support. Alison Heseltine, early years service officer at the Alliance, explains how the Alliance is helping

elcoming a new baby into your family is a life-changing experience. It can be a time when we most need to connect with others as new parents seek reassurance, care and encouragement. But after more than a year of restrictions caused by the coronavirus pandemic, are families still able to access this vital support? Last year, the Royal Foundation released the results of its ‘Five Big Questions’ survey – the biggest ever survey on the early years in the UK – as well as a second survey about the impact of Covid-19 on families.

Parental wellbeing While 90% of people who responded to the survey felt that parental mental health and wellbeing were ‘critical’ to a child’s development, just 10% of parents said that they took time to look after themselves as they prepared for the arrival of their baby.

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More than a third of all parents (37%) said that Covid-19 is likely to have a negative impact on their long-term mental wellbeing. Parental loneliness has also increased during the pandemic, up from 38% before it began to 63% during, as many parents struggle to see family and friends. Parents in the most deprived areas of the country are more than twice as likely to feel lonely ‘often’ or ‘always’ than those living in the least deprived areas.

Responding to the challenge In the light of these increasing difficulties, and the lack of community support from baby and toddler groups, as well informal help from family and friends, the Alliance decided to create a virtual programme to support parents – My Baby and Me. While the programme was initially funded by Public Health in the Bradford area and only

offered locally, the online sessions have seen been made available across the country as part of a wider project, funded by the Department for Education. The programme consists of five sessions that cover a variety of topics relevant to new parents, while also offering a chance for families to come together. Families are able to meet others in a similar situation to themselves, share news and ideas, while offering mutual support and reassurance.

Reaching parents Most of the families (84%) attending the sessions are not currently accessing any other support groups for new parents and more than a quarter (26%) say they do not have any support from their families and friends. We know how challenging the post-natal period can be for both mums and dads, with parents wellbeing often suffering as they take on new challenges and responsibilities. New babies

FAMILY SUPPORT

don’t come with instruction books and it can be daunting for new parents to navigate this new world that they find themselves in. Each session follows a different topic – such as baby brain development, early language and communication, positive mental health and the outdoors, keeping your baby safe and the importance of play. Working with families, the sessions explored ideas and highlighted the benefits of how parents can support their baby’s development both now and in the future. Popular topics include tips for sensory play, songs and play activity ideas. Alliance staff use their expertise to introduce these topics, explaining to parents how they are their baby’s first and most enduring educators – and the best ‘toy’ that they will ever have. Alongside this, staff do take care not to overwhelm parents with advice, instead trying to provide reassurance and empower parents in their new roles.

Creating a community Parents also shared things they had enjoyed with each other – just as they would have done at a face-to-face support group. The time dedicated to allowing parents to connect with others and share their experiences was always key to the success of the programme. We know that many of these connections would usually have been made at in-person groups – and that the support these groups provides is still vital, throughout the pandemic. Topics such as teething, vaccinations and feeding tips were raised by parents, with sessions leaders then able to refer them on to further sources of support where necessary. After each session, parents receive further information, top tips and useful links relating to all the topics discussed so that they can revisit them in their own time. The Alliance’s Family Corner website has provide a particular hit with parents.

“I just really feel that these sessions are crucial for new parents at the moment – to access support, feel like you have some company from people in a similar situation, learn from one another and share your stories! Some of us had extremely difficult experiences both in pregnancy and after. With GP services being practically nonexistent due the pandemic, it is a way of you asking questions and getting some reassurance that you are not just being an anxious mum when something does not look or feel right!” Emma, parent attendee

Find out more If any of your families would like to join the Alliance’s Being Together, My Baby and Me support programme on Zoom, visit eyalliance.org.uk/MyBabyandMe to sign up for free. Parents can also access Family Corner at familycorner.co.uk.

How to be cyber secure The National Cyber Security Centre, a part of GCHQ, has issued guidance for early years providers for the first time. Here’s what you need to know…

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BEST PRACTICE

he National Cyber Security Centre (NCSC) is offering specific guidance for early years providers for the first time, as the sector becomes increasingly reliant on technology in day-to-day tasks. NCSC is concerned that providers have become an appealing target for cyber criminals who often target those holding sensitive information and processing payments. Sarah Lyons, deputy director for economy and society engagement at NCSC, explains: “We know that incidents affecting the education sector are increasingly common, so it’s vital that all providers know how to secure their devices and sensitive data. As many early years practitioners work on their own without dedicated IT support, this guidance sets out the practical first steps they can take to protect themselves from cyber incidents. By following our advice, they’ll not only be keeping their businesses safe, but will also be keeping those in their care and families safe too.” The NCSC has the four following key steps for practitioners to take to keep safe online:

Back up important information Think about how much you rely on technology to run your provision, and the information stored on your computers. This includes sensitive information about the children in your care, their families, staff records, family contact details in an emergency, and other highly personal information. There’s also business-critical data such as email, fee payments, banking and invoices. Now imagine how long you would be able to operate without them. It’s important to keep a backup copy of this essential information in case something happens to your IT equipment, or your setting’s premises. There could be an accident (such as fire, flood, or loss), you could have equipment stolen, or a computer virus could damage, delete, or lock your data until a ransom is paid. Start by identifying your most important information - that is, the information that your setting couldn’t function without or that you’re legally obliged to safeguard. Make a backup copy on a USB stick, an external hard drive, or ‘in the cloud’. Having made your backup, make sure you

know how to recover the information from it. If you use nursery management software, it will probably include tools to help you do this.

Use passwords to control access to computers and data When used correctly, passwords are an effective way to prevent anyone who’s not authorised from accessing your email accounts, your devices, and the data you store on them. Make sure that the devices in your setting - including laptops, PCs and tablets - require a password when you switch them on. If you’d rather not use a password, choose another method to ‘lock’ your device, such as a fingerprint, PIN, screen-pattern or face recognition. Try to avoid using predictable passwords (including dates, or family and pet names) and don’t use the most common passwords that criminals can easily guess, such as: ‘passw0rd’. To create a memorable password that’s hard for someone else to guess, you can combine three random words to create a single password, such as: ‘dogtreecereal’. It’s really important not to re-use the same password for your different online accounts. In particular, use a strong and separate password for your email. If a hacker can access your mailbox, they could access information about your payments, invoices, children (and their families), as well as send emails pretending to be from you. Of course most of us have lots of online accounts, so creating different passwords for all of them (and remembering them) is difficult. However, to make this easier, you can: Write all your passwords on a piece of paper and keep it somewhere safe - and away from your computer. Let your browser save your passwords for you - it’s safe for you to save them when you’re asked, provided you’re OK with colleagues accessing the computer in your setting.

Protect devices from viruses and malware Viruses are a type of malicious program that can harm devices such as computers and laptops. Once your device has been infected, this malicious software (also known

as malware) can steal your data, erase it completely, or even lock you out of your device. Your devices can become infected by accidentally downloading an email attachment that contains a virus, or by plugging in a USB stick that is already infected. You can even get infected from a dodgy website that you’ve been tricked into visiting. You should always use antivirus software on any laptops and other computers in your setting. It’s often included for free, so it’s just a matter of turning it on and keeping it up-to-date. Most modern smartphones and tablets don’t need antivirus software, provided you only install apps and software from official stores such as Google Play and Apple’s App Store.

Deal with suspicious messages ‘Phishing’ emails are scam messages that try to convince you to click on links to dodgy websites, or to download dangerous attachments. The websites might try and trick you into giving sensitive information away (such as bank details), and the attachments can contain computer viruses that will infect your machine. Many phishing emails are currently preying on fears of Covid-19, but criminals can also use other methods to trick you, such as sending text messages, or by phone. However, the term ‘phishing’ is mainly used to describe scams that arrive by email. Spotting scam emails is tricky, but things to look out for include: official-sounding messages about ‘resetting passwords’, ‘receiving compensation’, ‘scanning devices’ or ‘missed deliveries’ emails full of ‘tech speak’, designed to sound more convincing being urged to act immediately or within a limited timeframe The message will often claim to be from an authority figure (like a bank, or power company). Remember, your bank - or any other official organisation - will never ask you to supply personal information. If you have any doubts, contact the organisation directly using their official website or social media channels. Don’t use the links or contact details in any messages you have been sent.

Find out more Read NCSC’s guidance for early years providers in full at bit.ly/EYAncsc.

Drip, drip, drop, little April shower! Melanie Pilcher, quality and standards manager at the Alliance, shares some ideas for turning wet weather into a learning opportunity

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pring is here at last! Despite the unpredictability of the weather, the bleakest days of winter are behind us as we welcome April – the month of sunshine and showers! Grown-ups are always concerned about the British weather, particularly the rain. It is the opening line in many conversations: “Oh dear, looks like rain today!” or “No, we’ve got no plans this weekend – it’s forecast to rain!”, suggesting that rain is always unwelcome. Rain may stop play if you are taking part in a cricket or tennis match but, for children at least, a rainy day is just the time to play! This is exactly what wellington boots and puddle suits are made for. Next time it rains, instead of cancelling your planned outdoor activities, put on your waterproofs and go outside – remember skin is waterproof, so even if you do get a bit wet, it won’t matter too much.

Look up! Learning about the weather and how it affects the environment is a feature of “understanding the world”. When we encourage children to observe natural phenomenon, we are igniting their curiosity and increasing their understanding of their environment. Pondering questions such as is whether or not the sky looks as if it might rain are important triggers that open possible lines of direction based on a child’s interest. Even just watching clouds, (making sure that children cannot look directly at the sun), is a wonderfully mindful activity with an everchanging landscape to hold children’s interest. Being able to recognise the signs that it is going to rain helps to develop learning strategies that can be applied to other situations. For example, using all the senses to explore an idea or predict an outcome. Why not consider: the shapes and colours of the clouds and what they tell us how clouds move on a windy day how the sky changes colour before, during and after rain weather maps

Jump in! Toddlers are often reprimanded by their parents or carers for splashing in puddles. Socks and shoes get drenched, which is the last thing anybody wants when a cold, damp and tearful child must stay in wet clothes until they can be changed. Even so, the lure of water is a strong motivator for any child, who will pull away from a restraining adult hand to get at least one foot in that enticing puddle. What could be more fun? Wellington boots and puddle suits make unrestricted puddle play possible – with the proviso of checking that it is not too deep. In warmer weather, muddy puddles and bare feet are even better. Either way, children can splish, splash, splosh, as much as they want to. Tune in carefully to what the child is experiencing when they are splashing in a puddle. Toddlers will often spend time looking at the surface of the water, maybe catching sight of their reflection, before stepping into it. They are then surprised and delighted by the effect as the water in the puddle displaces, before resettling. All children will enjoy the sound of the water, while slightly older children may experiment with the amount of force needed to cause a big splash or to spread the water as far as possible. Watch how children will search around for something to add to the puddle, maybe a stick or leaf, while others may focus on taking water out of the puddle instead. Think about how you can scaffold the learning that is taking place by suggesting different ways of moving the water, or by putting an idea forward for the child to consider. For example: “I wonder if the puddle will get smaller now you are taking the water out?” A note of caution – fresh puddles are best for playing and splashing about in as they are likely to be slightly cleaner than puddles that have been around for a day or two. Never play in puddles left by flood water as they may be contaminated with sewage. Check for hidden dangers in deeper puddles and make sure children are always well supervised.

Other puddle-based activities may include: Reflections – on a sunny day look for reflections of clouds and faces in puddles Paper boats – make your own with the children Floating and sinking – what moves in the water and what sinks? Observing changes – how long before the puddle dries up and disappears? Where do puddles form? What happens on a really cold morning, have the puddles iced over?

Find a rhythm Rain has its own melody and tempo that changes as it hits different surfaces. Take the children outside under umbrellas and encourage them to stand still and listen. Can they hear the soft pitter patter of raindrops landing, or is it the ‘thrumming’ of heavy rain? Can they hear the rain on the pavement, the roof, or in the trees? Provide different containers such as metal baking trays and plastic containers and let them compare the noise each receptacle makes. It’s one of the easiest sounds to replicate musically using a range of instruments such as a glockenspiel, bells, keyboard, or drums. Very young children who are developing their language skills will benefit from listening to and replicating the rhythm of rain drops which in turn helps them to master the skills needed to refine speech patterns.

Considering your Educational Programmes Maximise the opportunities that a rainy day brings by tapping into the irresistible lure of a puddle for a young child. Puddles may be very shallow but the depth of learning that is taking place is certainly significant. What better way to secure a child’s understanding of number than to count five jumps in each puddle? Four little jumps, pausing on four, before executing a big jump that makes a splash on five. This is a good example of an activity children will want to repeat again and again without any prompting from an adult. It is the repetition undertaken in a context that is meaningful to the child that helps to embed the learning that is happening. A rainy day is an opportunity not to be missed. Once again, it is nature that provides the resources that you require. So next time you are gazing at a puddle think about the possibilities for maths, communication and language, or expressive arts and design and let the children take it from there!

NEW

blended Certified Paediatric First Aid training available

NOW!

Special offer for membe rs, 20% Discoun t*

Working in partnership with St John Ambulance, the nation’s leading first aid training provider, this innovative course will run in two parts, one day of flexible online learning followed by one day of group face-to-face training. Aimed at anyone working with young children or those working towards an Early Years Educator qualification, every Alliance learner will; benefit from learning which meets HSE’s criteria, recommended syllabus, and qualifications gain practical understanding in monitoring and quality assurance systems receive free modules which are designed to help prevent skills fade access a monthly, free e-newsletter which supports their training on completion, receive a Paediatric First Aid certificate, valid for three years. Plus, much more…

Interested? Register here: eyalliance.org.uk/paediatric

*The 20% discount only applies to Early Years Alliance members and is only available for the Blended Paediatric First Aid course.

NUTRITION

replaced every three months. Self-brushing should be encouraged, but children should be supervised until at least the age of seven. It should be stressed that children’s first teeth – often called ‘baby teeth’ – much more important than many parents realise. Establishing a good oral health routine as a toddler will help to embed healthy dental habits that will hopefully last a lifetime.

Preventing tooth decay The Infant & Toddler Forum offers information and advice for promoting good oral health in early years settings and at home

ecent figures show that dental caries, also known as tooth decay, affect around 23% of children under the age of five in England. To make matters worse, the Covid-19 pandemic sparked the suspension of visits from health teams and school nursing services, which also applied to oral health improvement schemes. It is vital that oral health is seen as a priority from a young age and brushing begins as soon as teeth appear. Early years practitioners are well placed to share information with parents and carers on how to protect toddlers’ teeth from decay.

for toddlers to have a routine, as those who graze on food throughout the day are more likely to suffer from tooth decay. Regular intake of foods containing added sugars will contribute to decay. Fizzy and sugary drinks - Fruit juices or soft drinks are a significant contributor to dental caries, due to their high sugar content and acidity, so should be avoided. If given, fruit juice should be well diluted (one part juice to 10 parts water) and served with a meal. Before going to bed, toddlers should only be offered water.

Seven tips to protect toddlers from tooth decay: 1. Toddlers’ teeth should be brushed twice a day, in the morning and last thing in the evening before going to bed, and brushing should begin as soon as teeth appear. 2. The enamel that coats the teeth can be protected from damage with regular brushing a toothpaste containing fluoride. 3. Pacifiers, soothers or dummies should never be dipped in anything sweet. 4. Foods and sweet drinks should be avoided at night. After brushing in the evening, toddlers shouldn’t eat or drink anything except water. If they wake during the night, they shouldn’t be offered milk or juices, as these contain sugar and may even keep toddlers awake. 5. Prolonged bottle-feeding with sugary drinks or milk should be avoided, particularly when a toddler is allowed to fall asleep with a bottle in his or her mouth, as this can contribute to dental decay. Toddlers should be offered drinks in beakers or cups, instead of bottles, from the age of one.

Dental caries Dental caries occur when the bacteria in dental plaque break down sugar to make acids which damage the hard tooth structure. This eventually causes softening of the tooth enamel, and ultimately a hole in the tooth can form. There are several causes and risk factors for developing dental caries, including excess and frequent sugar intake, poor oral hygiene and low levels of fluoride in drinking water. Dental caries can cause toothache, distress and discomfort to toddlers and can disrupt their sleeping, eating and behaviour. Main causes of tooth decay: A diet high in sugar - Toddlers should eat three regular meals a day and two to three nutritious snacks in between. It is important

‘Hidden’ sugars - Parents should be encouraged to check the ingredients list of foods and be aware of those that contain ‘hidden’ sugars. These sugars include: honey, sucrose, glucose, maltose, dextrose, fructose, hydrolysed starch, corn or maize syrup, molasses, raw/brown sugar, treacle and concentrated fruit juice.

Promoting good oral health Parents and early years practitioners should highlight the importance of good oral health and help establish the correct brushing technique from a young age. Toddlers should be encouraged to brush their teeth twice a day as part of their daily routine, to help establish healthy habits. Parents should use a small (child-size) toothbrush with soft bristles, that should be

6. Sugar consumption should be limited and grazing on food and drink should be restricted. Frequent eating and drinking is associated with the build-up of plaque on a toddler’s teeth. Food should be limited to three meals and two healthy snacks each day. 7. Toddlers should preferably be given sugarfree medicines. If none are available, the medicine should be given at meal-times, and not last thing at night.

Find out more For more information and advice on keeping toddlers healthy, download our Protecting Toddlers from Tooth Decay Factsheet (4.5) at www.infantandtoddlerforum.org. Don’t forget to visit our new shop for all our latest products www.shop.infantandtoddlerforum.org. UNDER 5

Welcome Back: With children’s centres, creches and other unregistered provision now able to open, and ‘parent and child groups’ due to be able to reopen indoors from 12 April (according to plans at the time of going to press), it’s important for such services to help families ease into the transition out of lockdown for children and families. Here are somethings to consider ahead of reopening…

Support for yourself Everyone has had a unique experience of lockdown so will be affected in different ways. Taking time to share experiences with each other and to process the impact that this event is continuing to have on our lives is hugely important. Your mental health and wellbeing affect your capacity to respond to the needs of the children and families, so securing a strong base is your starting point.

that your colleagues and volunteers may have their own concerns about returning. They may feel: apprehensive about how safe it is for them to return anxious about the safety of their family and worried that they may transmit the virus to their loved ones unclear about the protective measures that are being put into place

Supporting your team Involving staff and volunteers in your preparations to return gives a sense of ownership and security. Everyone has an important role to play in building each other’s confidence. You will have to consider how the government guidance – please check the Alliance website for the very latest updates from the Department for Education and other government departments – applies to your unique circumstances including:

It’s important that children continue to play in ways that are instinctive to them rather than in the name of ‘social distancing’.

Write down your worries. What are the things I can control, and which are the things I can’t? Focus on things you can control. Stay focused on each day or hour at a time. Communicate with your colleagues on forums or other networks. Use exercise, yoga, music or whatever helps you to move from the negative to the positive If you feel overwhelmed, seek help from your GP. It is equally important to acknowledge

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risk assessment – directly addressing risks associated with coronavirus so that sensible measures can be taken the number of service users you can accommodate attendance – considering clinically vulnerable and extremely clinically vulnerable children vulnerable children – in a safeguarding

context the workload and wellbeing of your staff and volunteers

Developing an enabling environment Children learn to be strong and independent through positive relationships. For most children, their time at home over lockdown is likely to have been a positive experience with their parents as their first and most enduring educators. Remember that this is not the case for every child which means their capacity to learn and develop will be affected and must be supported by a renewed positive relationship with you and your team. It’s important to make sure that your re-settling in process is thorough and prioritised. You also need to know what the child needs from you to thrive and develop. You should provide activities that support a positive relationship between your team and the families you support. It’s important that children continue to play in ways that are instinctive to them rather than in the name of ‘social distancing’. Focus on what you can do, rather than what you can’t.

Appreciate the outdoors There has never been a better time to make full use of the benefits of the outdoors for: – minimising the risk of infection – promoting children’s and parent’s health and wellbeing – maximising space available – supporting children’s learning and development Of course not everyone has a suitable

BABY AND TODDLER GROUPS

Family Services outdoor area so think about: how you can utilise the space you do have, no matter how small bringing the outdoors indoors by making use of natural resources where possible As you welcome service users back,

you’ll want to make them feel as settled, safe and secure as possible. The environment will help you to nurture, or reassure, them and ease the transition. While you have a duty of care to keep children safe from harms such as the virus, do not let the restrictions detract from creating a child-friendly environment. Keep

FREE Early Years Alliance (T208) FREE for members, or £15.00 for non-members

This set of three online resource packs have been developed to support children’s centres, baby and toddler groups, creches and other unregistered provision, as you welcome children and families back to your services. Each pack has been designed to raise awareness of some of the challenges you may face, with a focus on:

the child in focus and at the centre of everything. Remember that children will need to ‘escape’ from the relentless focus on coronavirus over the past year too.

Welcome Back Family Services for Alliance members Interested in buying? Please visit shop.eyalliance.org.uk, call 0300 330 0996 or email shop@eyalliance.org.uk. shop.eyalliance.org.uk

• supporting mental health and wellbeing • creating a safe and enabling environment • meeting the needs of every child from day one The emphasis throughout is to maintain the vital priority of keeping children at the centre of the process.

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Exploring speech and language How the BBC’s Tiny Happy People can help you and your team to support children’s language and communication skills

elping children with their speech and language development is a key part of early years practitioners’ work. The BBC’s Tiny Happy People website offers free activities, videos and advice to help you and your setting tackle the word gap in the UK. With a focus on improving language and communication for children under five, the content aims to be useful and relevant for both parents and early years professionals.

Evidence-based Working with a team of experts, including a dedicated language advisory group (LAG), the BBC aims to ensure that all the content on its site is rooted in evidence and accessible to all families. LAG member Dr Danielle Matthews from the University of Sheffield says: “The BBC wanted to have an evidence base in everything they were doing. My role has been to help them navigate that evidence and access research on child language. Tiny Happy People is completely

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unique.” This expert advice was used to shape the content, covering everything from brain development in babies through to the science behind a toddler’s growing language skills. The site’s videos, article and activities can be used as a resource to signpost parents towards.

Sector input To ensure that Tiny Happy People complements the work already being done to support children’s language skills, the BBC held a creative session with Alliance members earlier this year to get input into what resources would be most useful. This has helped to shape the digital toolkit and downloadable resources, ready to be shared with parents. “We see evidence of the word gap in some of the families we work with. Having another tool encouraging parents to interact with their children is going to help bridge that gap,” explains Emma Hawkes, creche and

services supervisor at a children’s centre. “We’ve already shared some Tiny Happy People links on our social media and we’ll be recommending the resources for parents to use at home. We also run courses for parents and will be using some of the videos, especially ones about pregnancy, during the training.”

Scaffolding learning The content on the Tiny Happy People site can also support some of the messages you are already giving parents. “Tiny Happy People isn’t there to replace what early years practitioners are doing,” says speech and language therapist Janet Cooper, who is a regular contributor to website. “It’s about enhancing a message that you are giving to a family. You can signpost them to a video on Tiny Happy People that reinforces what you have said. It might be a turn taking game, for example, and a video that reminds parents how to do it at home.” The website also aims to be judgement-

BEST PRACTICE

free. “It’s trying to keep a balance,” explains Dr Matthews. “There’s lots of ideas to help parents help their children talk, but we also wanted to get the message across that it’s about being a ‘good enough’ parent, not about becoming stressed about acing it.”

Fresh ideas If you subscribe to the Tiny Happy People newsletter, you’ll be sent a monthly spreadsheet listing everything on the website. This will make it easy to see which videos and clips are available so it’s quick if you are looking for something particular for parents. The videos are filmed with real, relatable families, dealing with situations every parent will recognise, including bedtimes and fussy eaters. “When you work with children, you’re always looking for new ideas to make things fresh and engaging,” Janet says. “There are lots of easy-to-follow tips and games for everybody.”

“A lot of the content looks like it’s geared towards parents, but as an early years practitioner, the same ideas apply,” Dr Matthews explains. “All the science, tips and advice are relevant if you’re in an early years setting. There’s something there for everyone, even if you’re very experienced. It’s mixing new ideas with things you might not have tried before.”

Tricky conversations Whether it’s too much screen time or recommending dummy-free time, there are often moments when practitioners need to have uncomfortable conversations with parents. Rather than go it alone, Janet says that Tiny Happy People can be a great resource for helping back up what you are saying. She says: “It takes the pressure off early years professionals. Rather than it being just you giving sometimes tricky messages to families – whether

that’s advising parents to reduce their background noise or going outside more – you’re being backed up by a trusted brand.”

Find out more Visit bbc.in/tinyhappypeopletoolkit to download free resources for you and the families you work with. Every month has a theme and for April, you’ll find lots of content around playtime and how to incorporate it into the day. Be among the first to hear about new videos, activities and articles by signing up for the monthly Tiny Happy People e-newsletter. To join, email tinyhappypeople@bbc.co.uk. Check out the website www.bbc.co.uk/ tinyhappypeople. Join them on Instagram and Facebook @bbctinyhappypeople.

FAMILY CORNER

FAMILY CORNE R Guidan ce to share with parent s and familie s

Friends for life? How families can help support a bond between their children and foster positive sibling relationships

he bond we share with our siblings can be a unique, life-long source of comfort and friendship. Siblings share a special connection, which when nurtured and developed can bring brothers and sisters together to share a lifetime of support and affection. It’s every parent’s dream for their children to get along, and to be there to support and love each other as they grow. But on those days when the squabbles never seem to end, it can seem like an impossible fantasy! Here are some tips for helping your children become friends for life…

Lead by example We all want our children to speak to each other nicely, and the best way to achieve this is by speaking pleasantly to your children – and your partner – yourself. Children imitate the way that adults around them speak and, although it can be tricky when family life gets busy and exhausting, the more we try to talk to family members using a positive and upbeat tone and language, the more likely it is that our children will do the same.

Be fair, not equal Your children are likely to be different ages and may have very different personalities and needs. So, it may actually be unfair to treat them in exactly the same way. What is important is that you treat them fairly. This means ensuring that they receive the same level of love, care and affection as each other, and that each child’s needs are taken equally into consideration when making family choices and decisions.

Not every activity will be every child’s first choice, and not every dinner will be every child’s favourite meal. But while young children may often feel they’re being treated unfairly, these imagined slights will be soon forgotten, while genuine favouritism may rankle forever.

Give squabbles a little time What your kids argue about will vary hugely, but one way or another, they will find something to disagree about most days. If it comes to blows, of course you’ll need to get involved to make sure no one is getting hurt. But a certain level of detachment from small, petty disagreements is no bad thing. Try leaving them for at least a few minutes to see if they can sort things out themselves, rather than weighing in at the first sign of discord. That way, they will learn about how to sort out conflict and reach compromises themselves.

Encourage resolution If an argument runs on, or gets nasty, and you really have to intervene, ask your children if they have any suggestions of their own for sorting out the squabble. You may be surprised – children like to be asked for their opinions, and may suggest a solution which would have been very unpopular if you’d suggested it yourself, such as taking it in turns to play with a favourite toy, or alternating their chosen activities.

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…but not too much Older children still need to be allowed to be little. Constantly letting your older child feel that they need to supervise the younger ones can sometimes weigh a bit too heavily. Make sure your eldest child has plenty of time to just play without worrying about their younger sister or brother.

Take time for time together – and apart Although it may sometimes seem that siblings always end up squabbling if they spend time together, if you add up all the time that they spend having positive experiences compared to the time they spend squabbling, you will usually find that the good bits outweigh the bad by a considerable margin. Having said that, we all need time to ourselves, and your children need to feel that they are loved and appreciated as individuals, not just as ‘the children’ – so try and find time to spend with each child on their own doing something one-on-one, even if it’s just a few minutes each day.

Pass on some responsibility….

Find out more

It’s nice for older siblings to feel that they can sometimes be ‘in charge’, and it can help

For more advice and tips aimed at parents and families, visit familycorner.co.uk and sign up to our newsletter.

Written by Siobhan Godwood for the Alliance, originally appeared on the Family Corner website. 32

them to feel nurturing and caring towards their younger brothers and sisters rather than thinking of them as a nuisance. Perhaps suggest that the older one holds the younger one’s hand as they walk along the street or even tell them a story at bedtime.

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The views expressed in Under 5 are not necessarily those of the Early Years Alliance. The editor reserves the right to shorten submitted material and to reprint copy from newsletters. No responsibility can be accepted for loss of MSS, photographs or artwork. Unused material will be returned if submitted with a stamped, addressed envelope. The editor is unable to enter into correspondence about unsolicited copy. Unless copyright is indicated, material from Under 5 may be reproduced without charge, for non-commercial purposes only, on condition that the source is acknowledged. Acceptance of advertisements for Under 5 does not constitute endorsement by the charity of the advertisers’ products.

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