Under 5 January 2021

Under 5 WIN

the magazine of the early years alliance January 2021

a Dyson e cord-fre toy vacuum sdon from Ca

Take a beak

Lunchbreak ideas for stress relief

Whatever the weather Getting outdoors this winter

Get planting!

How to plant & grow your own forest

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contents 4

welcome

Welcome to Under 5

News

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

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My Under 5

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Get planting!

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Less is more

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Saying goodbye to staff

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Take a break

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Get ready to celebrate

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Navigating the storm

Alliance members share good news from their settings How your setting could plant and grow your own trees

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Providers share some of the positive effects of the pandemic on their settings A guide to the redundancy process for employers Lunchbreak ideas for reducing stress and boosting wellbeing

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Share your memories with us ahead of the Alliance’s 60th anniversary Advertorial: how one manager is helping settings recover post-lockdown

20 Welcome to the virtual classroom A new way of accessing Alliance training online

22 Vaccinations: keeping up-to-date

A reminder on children’s vaccination schedules

24 Whatever the weather

Getting outdoors and active in winter weather

26 Making fundraising easier

Boost your income with easyfundraising

27 Healthy habits for 2021

The Infant and Toddler Forum shares ideas for getting children back into good habits

28 Preparing for Ofsted inspections in 2021 How to get ready as Ofsted looks to return to inspections this year

30 Somewhere to belong

How one SEND team is improving outcomes for children

32 Family time tips

Ideas for families to try with children at home

WELCOME & CONTENTS

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After a very difficult 2020, I’m very pleased to welcome you to our first issue of 2021 and our first issue back in print since the coronavirus lockdown started. While it was great to see so many readers enjoying our online issues, it is fantastic to be delivering printed copies to you all again. But if you did enjoy reading Under 5 online, don’t worry: our online version is still available on our website – visit eyalliance.org.uk/under5-magazine where you’ll be able to read this issue.

To help get the new year off to a good start, we’ve got lots of fun ideas to inspire you this issue. We’ve got some information from the Woodland Trust about how you could plant and grow your own trees through the Schools and Nurseries scheme (page 10). We’ve also got some fun ideas for getting children and staff outside and active, whatever the notorious British weather throws at us this January (page 24).

We know that 2020 was a difficult year for many of our readers and many providers. Our partners easyfundraising have shared some tips for using their app and website to raise funds through online shopping (page 26). We’ve also got some tips for boosting staff wellbeing that are quick enough to try out in a lunchbreak (page 16).

We’ve also got an exciting new section aimed at parents to help them extend children’s learning and development at home too. Our new family time tips (page 32) is ready to be shared with families at your setting. As this is a new section for us, we’d love to hear any feedback you have for us.

With so much change taking place last year, we’re glad to hear that many providers have found some of the new ways of working to be an improvement.

We’ve heard how some settings have been able to make positive changes as a result of the guidance and restrictions (page 12). We’ve also got an update on some new online training sessions available from the Alliance (page 20).

After such a difficult year, it’s been more wonderful than ever to hear your positive news stories over the past few months. Please do keep sharing your stories and pictures with us – you can get in touch at editor.u5@eyalliance.org.uk.

Rachel Lawler, editor

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in brief...

POVERTY WARNING: Levels of poverty in the UK are expected to double after the coronavirus pandemic, according to the Joseph Rowntree Foundation.

Graduates have positive impact on learning outcomes, EPI says

round-up Treasury announces 1.2% early years funding increase The Treasury has announced that it will be spending an additional £44 million on funding to “increase the hourly rate paid to childcare providers” for the government’s funded hours from April 2021. The announcement came as part of the Treasury’s Spending Review which explained the government’s spending plans for 2021/2022.

The Spending Review also confirmed that the National Living Wage (NLW) will increase to £8.91 an hour and will be extended to all employees aged 23 and over – currently only employees aged 25 and over are entitled to the NLW. The National Minimum Wage for younger workers and apprentices will also be as follows from April: 21-22 year olds - up 2% from £8.20 an hour to £8.36 an hour 18-20 year olds – up 1.7% from £6.45 an hour to £6.56 an hour

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16-17 year olds – up 1.5% from £4.55 an hour to £4.65 an hour apprentices – up 3.6% from £4.15 an hour to £4.30 an hour The Chancellor also announced an additional £2.2 billion for schools in 202122 and £2.9 billion for a “Restart Scheme” which aims to help one million unemployed people find work.

Commenting, Neil Leitch, chief executive of the Alliance, said: “Nurseries, pre-schools and childminders have been on the frontline throughout the pandemic, providing quality care and education in the most challenging of circumstances – but the harsh reality is that without a substantial investment into the early years sector, we will start to see providers shut their doors, parents lose vital childcare and children prevented from accessing critical early education.”

Early years practitioners with degrees have a positive impact impact on children’s learning outcomes, according to a new report from the Education Policy Institute.

The report found that having an early years professional with a degree is associated with a small positive improvement in children’s attainment. This improvement is sustained as children progress through primary school, up to Year 6. The more time children spend in the setting, the stronger the impact.

On average just one practitioner per PVI setting has a degree The EPI argues that the government should extend its 30 hours of funded childcare offer to include all children.

Currently, on average just one practitioner per setting has a degree in private, voluntary and independent early years settings. The EPI is also calling for a government strategy to improve graduate take-up and review early years degrees.

Neil Leitch, chief executive of the Alliance, said: “While we welcome the EPI’s call on the government to do more to review the quality and qualifications of the early years workforce, without a commitment to invest substantially more into the sector as a whole, such a review will not result in any meaningful change.

“Similarly, while we recognise the rationale behind the EPI’s call for an extension to the 30 hours offer to help ensure that those children from more disadvantaged backgrounds benefit from more hours of early education, without a fundamental change to the way that the early years is funded, such a policy could place unsustainable pressure on a sector already struggling to keep its head above water.”

DELAYED START: Children in Scotland who delay starting school will be entitled to an additional year of funded childcare from August 2023 onward.

HALO CODE: Schools and employers are being asked to sign up to a new code of conduct to help prevent discrimination against those with afro hairstyles.

Only a quarter of people understand the importance of the early years The Royal Foundation has released a new report, Understanding Public Attitudes to the Early Years, which reveals the results of Five Big Questions survey, which asked members of the public for their thoughts on early childhood, alongside surveys and face-to-face research.

With more than a million respondents, the Five Big Questions survey found that just a quarter of people understand the importance of the first five years of childhood, although 98% did say that they believed that “nurture” was important in the early years.

The survey also found that while 90% of people thought that parental wellbeing and mental health was “critical” to childhood development, just 10% of parents said that they had time to look after their own mental health as part of their preparation for the arrival of the baby.

The report calls for three main steps in response to its findings: further promotion of the importance of the early years to parents and wider society greater support for parents to improve their mental health and wellbeing encouraging “society as a whole” to be more supportive of parents/carers in the early years

Speaking at an event to mark the launch of the report, The Duchess of Cambridge commented: “Parenthood isn’t a prerequisite for understanding the importance of the early years. If we only expect people to take an interest in the early years when they have children we are not only too late for them, we are also underestimating the huge role that others can play in shaping our most formative years too.”

Neil Leitch, chief executive of the Alliance, commented: “It is concerning, though unfortunately not surprising, to see that so few people are aware of the importance of the early years. We know that the first five years of a child’s life are absolutely critical for a child’s long-term life chances, and yet all too often, education and learning is seen as something that begins at the school gates.

“Throughout this pandemic, while there was much focus on ensuring children could return to schools, support and guidance for the early years - from registered providers to parent and toddler groups to health visitors - has often been far less forthcoming.

“At a time when many parents of young children have been cut off from their normal sources of help, and can only seek limited support from family and friends, it is vital that the government recognises the value of the early years and ensures that the vital services that provide such important support to parents and families across the country are able to continue to do so.”

Early years providers left out of DfE Covid workforce fund The Department for Education (DfE) announced a short-term Covid workforce fund aimed at education settings facing staffing and funding pressures. Covering the final half term of 2020, the fund was made available to schools and colleges – but not early years providers.

The DfE said that the fund would help schools and colleges deal with the cost of staff absences to help them remain open. Education secretary Gavin Williamson commented: “Keeping schools and colleges open is a national priority, which is why I am launching the

Covid workforce fund, to support schools and colleges facing significant budget pressures and staff absences.”

Neil Leitch, chief executive of the Alliance, commented: “Early years providers have received yet another slap in the face from government, having once again been excluded from funding offered to the rest of the education sector, and to so much of the wider economy. Early years educators too are facing huge staffing pressures, with staff contracting Covid or having to self-isolate. What’s more, with so many small settings, a staff

absence often means closure for that period of time.”

“These are the providers who have made it possible for parents to go out to work throughout the pandemic and they have been offered a paltry settlement.

They have had no help to pay for cleaning and were allocated pennies-per-hour in the Spending Review, failing to cover even the mandated increase to the National Minimum and National Living wages to come. Now they are told they will receive no help to stay open as they deal with staff shortages.”

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Practitioners asked for feedback on EYFS guidance The Early Years Coalition has launched guidance to help support the Early Years Foundation Stage (EYFS) as an alternative to the revised Development Matters.

Called Birth to 5 Matters, the document is a draft which will be updated following feedback from a practitioner survey launched alongside the guidance. It was developed in response to the coalition’s initial survey in autumn 2020, which received more than 1,600 responses from early years practitioners.

This next phase of the consultation will run until 11 January 2021. After that, the guidance will be revised in response to the feedback and a second round of consultation will start in February. A complete version of the Birth to 5 Matters document will launch in March 2021 and will be free to download.

The coalition says that the new draft aims to take the best elements of previous early years guidance and “update and extend it in line with what practitioners tell us they want and need”.

The Early Years Coalition is a group of 18 early years organisations,

including the Alliance. It aims to support practitioners as they implement the revised EYFS. Beatrice Merrick, chief executive of Early Education and chair of the early years coalition, said: “This draft guidance is a testament to the enthusiasm of the sector for doing what is best for children.

We want to thank all the people have given their time and expertise for free to develop the guidance, building on what has gone before.

“By giving us further feedback, colleagues right across the sector can help us shape the final version to meet their needs. We want to hear from practitioners and leaders in all kinds of setting, working with children at all ages from birth to 5, whether they are new to early years or seasoned practitioners.

We want all views to be heard and taken into account as we develop the final version of the resource” To download the first draft of Birth to 5 Matters and take part in the survey, go to https://www.birthto5matters. org.uk.

Colleagues across the sector can help us shape the final guidance to meet their needs

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Minister asked for evidence to back Call for tax-free childcare up fundingto claims underspend be reallocated The Alliance has asked the Department for Education to provide the evidence supporting Vicky Ford’s claim that the 1.2% increase in early years funding, due in April 2021, will cover the cost of the increased National Living Wage.

As of April 2021, the National Living Wage (NLW) will increase to £8.91 an hour – up 2.2% from £8.72 an hour. Eligibility for the NLW will also be extended to include 23 and 24 year olds. The Treasury has outlined plans to increase the rate of funding paid to local authorities for the government’s funded hours schemes by 1.2%.

“Any discussions around funding need to be accurate and transparent.”

Last month, the children and families minister claimed that the planned increase will “pay for the rate increase that is higher than the cost that nurseries may face from the uplift to the national living wage” while speaking at a Westminster Hall debate.

However, in response to a written parliamentary question from shadow children and early years minister Tulip Siddiq, Ford admitted that the DfE does not know how many early years providers will be affected by this change. Ford said: “Data for early years staff aged 23 to 24 is not available because the data is banded into age groups.” She said that the DfE only had data on the number of staff aged between 21 and 24.

The Alliance has written to the children and families minister to ask for the details of the computation underpinning her statement.

Neil Leitch, chief executive of the Alliance, commented: “At a time when so many nurseries, pre-schools and childminders are hanging on by their fingernails, any discussions around sufficiency of funding need to be accurate and transparent. As such, we look forward to the DfE publishing the details of the calculation they have based this claim on shortly.”

Christingle celebratio

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Children at Play Days Playgroup in Rednal, Birmingham, enjoyed Christingles as part making of their festive celeb rat ion s last year. Christing made using oranges les are and candles, althoug h many now use glo alternatives for safety wsticks or LED reasons, with dried fruit or sweets adde Christingles usually d. Making the forms part of Christian advent or Christmas and is often accompa celebrations nied by a church ser vice.

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marked ddesdon hool in Wa c -s ey re P ay, after th Little Oaks in a new w y a D e l c a n ri cal memo Remembra nd their lo e tt a to , d le 20. Instea were unab way in 20 tive. the usual in e ic rv afe alterna se Covid-19-s a d a h n al by junk the childre n memori s e their ow d a m y e h wn wreath T ted their o a re c d n e a lay besid modelling dprints to of s and han nificance g of poppie ssed the si u c is d o o ls rved a tw it. They a y and obse a D e c n ra Rememb m. nce at 11a minute sile

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Safer fundraising The team at Kingsway Pre-school in Essex were unable to host their usual fundraising activities for Children in Need this year due to to coronavirus restrictions. Instead, they found a new socially-distanced way of raising funds. They filled an empty stick-insect tank with plastic balls and asked families to pay to guess how many balls were inside.

The closest guess won a prize, with all proceeds donated to the children’s charity.

ard in west Nurseries rcups Day e tt u B ng after t ti a The team are celebra rk a P t n o ized nd Chalf London a p 20 mid-s ne of the to o s a d on d se te s are ba being lis The award .

K U eries. e rs th u groups in nts on dayn from pare s w e t vi a re ncipal 50,000 house, pri role White hted to win lig co.uk. Ca e d : “We are id sa s, p proud of u Butterc r! I am so e third yea th r fo worked rd a this aw ams have onderful te w r u o g to rd how ha , continuin pandemic is th t u o h throug ” our ethos. deliver on

Pumpkin trail

Children at Jellybab ies in Rednal, Birmin gham, were unable to host their usual Halloween pa rty with parents this year, so took pa rt in a pumpkin trail ins tea d. They used hidden picture clues to collect items for their Halloween baskets and all enjoyed dressi ng up for the occasion. Jacquelin e Walker, manager at the setting, said: “This was a lov ely fun event for the ch ildren where they worked together to use their observat ion al and matching skills.”

Top 20 aw

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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’.

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Early Years Alliance

Get planting!

Have you ever dreamed of planting your own trees? Here, the Woodland Trust explains how you can join their free planting campaign for educational settings and community groups

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ince 2010, the Woodland Trust has helped schools and community groups plant more than 5.8 million trees in their groups and in community spaces. While this is an impressive feat, the UK still needs millions more trees if it is going to meet its carbon net-zero target by 2050.

To help with this, the Woodland Trust aims to plan a total of 50 million trees in the UK in the next five years. Woods and forests help absorb carbon from the atmosphere through photosynthesis.

Trees also help prevent flooding, reduce temperatures, keep the soil full of nutrients and reduce pollution levels.

While the environmental case for planting trees is clear, the practice can also be of huge educational benefit to early years children. Woods provide almost limitless learning and play activities for children.

The act of planting itself is something many children will remember for many years and can help create an outdoor space for many others to enjoy long after they have left your setting.

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Early years providers have been embracing outdoor and forest school sessions for many years and with many now looking to spend more time outdoors after the pandemic, this is likely to only increase. However, not all settings have accessible woodland nearby.

Every year, the Woodland Trust helps community and education groups to plant hundreds of thousands of trees with its packs of trees – delivered free of charge to successful applicants. Its smallest pack

includes just 15 trees, designed for small, urban spaces, while the largest has up to 420 trees, so there is a kit to fit every type and size of space.

Who can apply?

Early years providers, schools, outdoor learning centres and community groups can all apply – but you must be a non-for-profit organisation. You could set up a community group for the purpose of planting if needed. All groups must be willing to take on the job of planning, planting and caring for the saplings so consider this commitment before you start and make sure you will have enough hands on deck when you’re ready to get planting!

If you are applying as a community group, the land used will need to be accessible

ENVIRONMENT

When will we be able to start?

to the public and make the local community aware of your plans.

If your setting isn’t eligible for the free trees scheme, the Woodland Trust also offers subsidised tree packs to some organisations. Please visit their website for more information.

Where can we plant the trees?

Before you apply for the scheme, you’ll need the six-digit grid reference for the land you are planning to plant the trees on for the Woodland Trust to check.

Remember that you need to be able to care for the saplings after they have been planted, so pick a place that you are able to access frequently. Be aware of any services above or underground such as plumbing and electricity. You’ll need to leave plenty of space to prevent your new trees interfering with any buildings or services nearby in the future.

You’ll also need permission from the legal landowner and could need planning permission, depending on the size of the project and level of risk in your area. Your local authority’s tree enquiries team may have guidance for you on this.

How much space do we need?

The Woodland Trust offers a number of differently-sized packs of trees to fit different spaces. Its 15-tree kit is designed for use in urban areas or the hedge pack is ideal for a small project so even if you only have a small amount of available space you could still join in.

A 30-sapling pack will cover a space the size of one tennis court or create between six and eight metres of double-row hedging.

A 105-sapling pack will cover the space of four tennis courts or create between 20-25 metres of double-row hedgerow.

Trees need to be placed between 1.5 and 2 metres apart to give them enough space to grow, hedges around 30cm apart. You’ll need to mark out the space before you start to make sure you’ve got enough space.

What type of trees can we plant?

The Woodland Trust provides saplings of native broadleaf trees sourced and grown in the UK and Ireland.

This helps to support local wildlife and means that their saplings can grow in difficult areas with little or no fertiliser needed and only low maintenance required.

You can choose a pack of trees based on the space you have and what you’re trying to create, such as trees that will blossom, create hedgerows or encourage local wildlife.

Trees from the Woodland Trusts’ scheme are delivered to successful applicants in November and March each year. You don’t have to plant the saplings immediately but the Woodland Trust recommends you start as soon as possible. You’ll want to have your ground prepped and ready ahead of time.

Make sure you also have enough hands, spades and gloves ready to help you get planting. Children will struggle with adult-sized tools so try and some trowels and smaller spades so that they can join in the fun.

Don’t forget to check any restrictions on group gatherings in your local area before you plan any planting events. Make sure there is enough space for all your volunteers to socially distance and enough tools to prevent the need for sharing items.

Find out more To find out more about the Woodland Trust’s Free trees for schools and communities initiative, visit woodlandtrust. org.uk/plant-trees.

Less is more Val Aspinall, children’s services manager at the Alliance, explains how some settings have been adapting their learning environments to help reduce children’s stress levels post-lockdown

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BEST PRACTICE

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everal research projects over the last 15 years have helped us to understand that many children experience high levels of stress when attending early years settings. Lowered stress levels have been attributed to practitioners’ warm, responsive interaction with children but also to the physical play environment itself.

The phrase ‘enabling environment’ has been around for many years now and our understanding of the effect of bright colours, clutter and noisy environments on children has improved. We know that sensory overload can increase children’s stress levels and with that their behaviour may change.

One unintended positive of the Covid19 pandemic is the secondary effect on children’s behaviour and engagement, as settings review their play environments, de-clutter and create more space. This, together with a move away from brightly coloured plastic resources, is having a hugely beneficial impact in some settings.

Decluttering spaces One simple change that many providers made was reducing the amount of ‘stuff’ in their settings. This makes cleaning easier and helps open up more space for children and staff. Lianne, from Red Lion Childcare in Nottingham, has noted that since staff have decluttered, children are more engaged, keener to talk and tend to spend less time running up and down. The team also painted the setting in more neutral colours and took down their brightly-coloured displays.

They have also observed how much more focus the children have when they are given

more choice. For example, the children are now spending more time on activities such as play dough now that they have a new station for the activity than when it was laid out for them on a table.

Fiona, from Lightcliffe Pre-school in Halifax, has noticed that even simple things, such as taking down hanging displays and removing large pieces of equipment, can have a calming effect on children. Her setting removed their indoor climbing frame and noticed a big difference.

Less is more Giving children a reduced number of items to choose can also have an impact. Kayleigh and Dawn, practitioners at West Bassetlaw Childcare in Nottinghamshire, have taken a ‘less is more’ approach since the Covid-19 pandemic. They have reduced the large numbers of items in storage boxes and removed some storage altogether.

This means that all of the resources can easily be seen and accessed by the children.

The team have also noticed that this means that they spend much less time on tidying up each day, which means there is less interruption to children’s play. This also makes the children more willing to cooperate and share resources with each other.

Soft lighting Emma, a nursery worker who works with two-year olds at Redhill Nursery in Stockonon-Tees, says that minimising harsh lighting and noisy toys has had a noticeably calming effect in her setting. She explains that while it is sometimes harder to achieve during the dark winter nights come in, she often turns off all the overhead lights in the setting. This leaves just the lamps and fairy lights on, for a softer atmosphere. She also noticed that all the children became louder and started shouting when freely accessing the setting’s big base drum, which is now being used only as an adult-led focused activity instead.

Going outdoors Liza, manager at Bulwell Childcare in Nottingham, has decided to review her setting’s outdoor space so that it complements the softer, natural approach taken indoors. She feels that the children want to be outside more after being

restricted by lockdown and wants to make sure the garden offers a wider range of learning activities to reflect this.

Mindful changes Whatever changes you decide to make, it’s important to keep the children’s needs and wants in mind as well any ideas you and your team have. Mariam, manager at Lydgate Pre-school in Batley, stresses that wherever possible, changes to the environment should be done with the children as this helps to maintain feelings of security and familiarity. She says: “While we may feel excited about the changes we have made, for some children an overnight change can be confusing.”

Mariam’s team changed their approach when they observed a child getting upset because the shelf that he usually always made a beeline for had been moved overnight. Mariam is also keen to ensure children can still make independent choices, so in changing the environment she considers how accessible resources are and that displays are interactive and at the children’s eye level.

Since these changes have been made, the staff team at Lydgate have noticed that children are concentrating for longer periods and their behaviour is much calmer. She says: “Parents have even commented that their children are talking more at home about what they have been doing during the day!”

Get in touch Have you made any changes as a result of the coronavirus pandemic that you plan to keep long term? Get in touch and let us know what positive changes you have made at editor.u5@eyalliance.org.uk.

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Saying The team at Law-Call, a 24-hour legal helpline available to all Alliance members, explains the rules on redundancy for early years employers

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n the current economic climate, we know that many employers across the country are sadly needing to consider reducing their staff numbers. The early years sector is no exception with many providers still caring for a reduced number of children and many families choosing shorter hours of care. If your provision is needing to make this difficult decision, there are a number of things you must consider first.

An employee may be made redundant if: you need to close your provision altogether you need to move to a different premises some distance away you need fewer staff because the number of children on roll has dropped You will need to follow a fair procedure, consisting of a number of stages: 1. consult all employees at risk of redundancy 2. have a fair and objective basis for selecting staff if you must choose which ones to keep on 3. look to see if there are any alternative roles within your business that you could offer staff 4. give employees a chance to appeal any redundancy Before you start, you’ll want to be clear about the reasons why you need to make redundancies and communicate this clearly

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LAW-CALL

goodbye to staff to your team. Remember that you’re looking at the roles you need to make redundant.

Selecting job roles If several people perform the same or similar job roles, you’ll need to include all of these individuals in the list of those at risk of redundancy. If there is just one person in a standalone post then this is more straightforward but it must be a genuinely standalone job role.

You may wish to retain a more senior, skilled or long-serving employee whose work has reduced and let go another employee who is not apparently redundant. This practice is called ‘bumping’ and if you let go one employee in order to make way for another in these circumstances, this will still be a redundancy.

Consulting the team Once you’ve decided which staff are included, you need to start consulting with them. This is usually done in a group meeting and is a key part of the redundancy process. At this point, it’s important that you make it clear that this is just a proposal and not a foregone conclusion.

Following the group meeting, you’ll need to hold individual meetings with everyone who is at risk to get their initial reactions.

Ask them for comments on the selection criteria and seek volunteers to leave on redundancy terms. After the first round of meetings, you’ll need to score each employee in the pool against the selection criteria.

At this point, a second meeting should be arranged to run through how the individual scored and offer them an opportunity to comment. Employees will often want to know how others scored but you don’t need to tell them this.

Finding alternative roles At all stages of the redundancy process you need to keep considering if there are any alternatives. To be considered ‘suitable’, a role needs to be similar in regard to the tasks done, skills required and terms and conditions. If an employee refuses a role that is a suitable alternative, then they would not be entitled to redundancy. If the role is not suitable, they would still be entitled to their redundancy pay.

If no alternative roles are available or have been declined, you’ll need to arrange a meeting with the employee to issue them with a notice of redundancy. You’ll need to have already discussed everything in detail with them at previous meetings. You should be able to recap the previous discussion and justification.

Follow up from this meeting in writing, confirming that their post has been selected for redundancy, letting them know that they will be let go and detailing their leaving arrangements and redundancy terms.

by taking the annual salary and dividing that sum by 52 weeks. For a term-time only employee, the correct approach is to use the divisor of the number of weeks then the employee is actually required to be at work plus the number of weeks paid holiday. The remaining weeks are to be disregarded – the fact that their salary is paid in 12 equal monthly instalments is to be viewed as an administrative convenience.

If you offer the employee an alternative job, both you and the employee can try out the new arrangement under a statutory four-week trial period.

This means that if the new employment is terminated during the end of the trial period, the employee may still be entitled to receive their statutory redundancy payment if it is not a reasonable and suitable position in their particular circumstances.

Any employee who has been given formal notice of redundancy would be entitled to request reasonable time off and to be paid for up to two days of leave to allow them to look for alternative employment.

As this is a potentially fraught and emotive time, often with competing interests and lots of potential legal pitfalls, then as always please do contact Law-Call for advice tailored to your particular situation.

“This is a fraught and emotive time with lots of potential legal pitfalls.”

After the decisision…

All employees who are made redundant would be entitled to receive the relevant notice and any accrued holiday pay that they may be entitled to. A redundancy payment is also payable when an employee who has at least two years’ continuous employment is made redundant. The payment is calculated based on the employee’s age, their average weekly pay and the number of years of continuous employment they have.

In general, a week’s pay will be calculated

Find out more This article does not constitute legal advice. The contact details for Law-Call can be found in the members’ area of the Alliance website at eyalliance.org.uk/ members-area.

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Take a break How to make the most of your lunch break with these quick and simple ideas for boosting wellbeing and mental health at work

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WELLBEING

A

fter an incredibly stressful 2020, we all know the importance of taking care of our mental health. But while early years practitioners tend to be very good at prioritising the wellbeing of the children in their care, like many caring professionals, they often need reminding to take care of themselves.

According to a survey conducted by insurers AXA, 81% of employees report having a poor or low state of mind. 64% of workers said that their work-related stress levels were higher than before the pandemic.

As the saying goes, you can’t pour from an empty cup, but in a busy childcare setting it’s not always easy to find time to prioritise yourself.

We’ve had a look at some easy ideas for improving your wellbeing that can all be completed in a lunch break…

Plan a chat We’re all missing social contact after so many weeks and months away from family and friends. Staying in touch over the phone or via FaceTime and video-calling apps can help make you feel less lonely. Let them know in advance what time you’ll call so they don’t miss the chance to talk – you could even both put the kettle on and take a digital coffee break together.

Go for a walk We all know that exercise is good for our mental health, but you don’t have to break into a sweat to feel the benefits. Even a 10-15 minute walk can improve your mood, give you more energy and leave you feeling more alert, ready for the afternoon ahead. Going for a walk can also give you some time for listening to music or a podcast to help you take your mind off work for a few minutes.

Stretch out If you’re feeling more ambitious and have a bit of space to work with, you could complete a short session of yoga or Pilates to help you relax and unwind. Even taking the time to do a few simple stretches could help you relax, while also protecting your joints and muscles

from the stress and strains of your day. Have a look on YouTube for some quick clips to follow and be careful with any previous injuries – you may want to check with your doctor before trying anything new.

Read a book Reading a book can help take your mind off a stressful morning at work and help you feel more relaxed ready for the afternoon.

Find a quiet space where you can focus on your book without too many distractions, if possible. You might find that listening to some quiet music in the background helps, but do switch it off if it becomes too distracting.

Meditate There are lots of apps and downloadable tools to help you practice meditation or mindfulness, most of which include short, easy to follow sessions perfect for lunch breaks. But you don’t need any tools to take some time to be mindful – just find a quiet space where you can take some deep breaths and enjoy a few minutes of peace.

Get crafty Embracing your creative side can help you feel more relaxed. You could try drawing, painting or craft projects to help take your mind off work for a few minutes. Something simple like colouring-in or cross-stitch can also be relaxing – just try not to worry too much about finishing a project or creating something beautiful. It’s about the process, not the product!

Go al fresco Getting outside for some fresh air can help reduce stress levels, particularly if you are able to spend some time in nature. If you’re not too cold, you could take your lunch outside or even try taking your yoga or stretching outdoors. If there is some space available to you and you find it relaxing, try a bit of gardening to brighten up a lunch break.

Switch off While our phones and tablets are great for keeping us connected to family and friends,

they can contribute to stress and burnout if you find yourself using them too much.

Try keeping your phone off and stay away from computers and other screens for one lunch break each week. You won’t be able to check emails or send texts, but it might help you focus on something else and give you a chance to really switch off.

Switch on That said, watching TV can also provide a welcome break and chance to relax. Find a series with episodes short enough to fit into your break and download a couple to your phone or tablet ready to watch over your lunchbreak. If you have a busy life at home too, this might be one of your only chances to watch without interruptions, so enjoy!

Write it down Many people find writing down their worries and stresses can make them easier to manage. You could try using your lunch break to start journaling, writing down your concerns, trying daily affirmations or even just scribbling and doodling your thoughts.

You might find it helpful to work on to-do lists for the afternoon or evening to help you get in top of your workload. Find something that works for you and make a habit of it.

Make a meal of it If you’re used to grabbing a quick sandwich on the go, or even skipping the meal altogether, taking the time to prepare and eat a healthy meal at lunchtime can be a real treat. Make sure it’s something that you can easily take with you into work, bearing in mind any need for a microwave or fridge.

Give yourself enough time to sit and relax while you eat to really enjoy the meal, without trying to work or complete other tasks at the same time.

Find out more For more information and support on dealing with workplace stress in the early years, please visit eyalliance.org.uk/minds-matter.

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EVENT

Get ready to celebrate…

With the Alliance celebrating its 60th anniversary this year, we ask Under 5 readers to get in touch and share their memories

I

n August 1961, Belle Tutaev wrote a letter to The Guardian about the lack of facilities for children under five. In the absence of any state-funded nursery places available in the area, she had set up a group of her own. She encouraged other parents to join her in setting up their own provision where possible – asking those who were also interested in “Do-ityourself nurseries” to get in touch. “Inquiries are welcomed (particularly from those including a stamped-addressed envelope) who would like to create their own solutions to their problems,” she wrote.

After an overwhelming response, Belle soon had amassed a huge list of parent groups all facing similar problems. Within a year, the PreSchool Playgroups Association, as the Alliance was then known, had more than 150 members and held its first Annual General Meeting.

By May 1963, the Pre-School Playgroups Association had been recognised as an official charity. By 1966 it had more than 1,300 members and opened its first office in Toynbee Hall, London. In 1966 the organisation received a grant from the Department of Education and Science, helping to support the group’s 600 members.

In 1982, HRH the Princess of Wales became the organisation’s first patron and it continued

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to grow in size and in scope. In 1995 the In the coming months, we are going to be organisation changed name, becoming the Precelebrating everything that we have achieved School Learning Alliance. In together. We’ll also be looking 2011, the Alliance published to the future and what changes “It was difficult 50 Favourite Stories and we hope to see in the coming to get a place that Rhymes in collaboration with years. We know that lots of our would accept young Ladybird Books to celebrate members have been on this its 50th anniversary. journey with us for many years. children en masse.

In February 2019, the We want to hear your stories The halls, all the organisation rebranded into about working with the Alliance placed we went, they the Early Years Alliance to and how the organisation has made every excuse better reflect its members, helped you. who include childminders, Whether you have been a under the sun.” nurseries and parent and member since the early days or Belle Tutaev, founder and toddler groups, as well as prejoined more recently – we’d love parent volunteer schools. Now, the Alliance is to hear about your memories the most representative early years organisation of working with us over the years. Please get in England with 14,000 members delivering care in touch with any stories and photographs that and education to more than 800,000 families you’d like to share. across the country.

We’ve got lots of exciting plans for the year While the Alliance has seen many changes ahead. Please keep an eye out for more details over the past 60 years, one thing that hasn’t of how we are going to be marking this huge changed is the organisation’s focus on children milestone in the coming months in the next few and their families. We are still working with our issues and email newsletters. We look forward to members to help ensure that all children are given celebrating with you all! the best possible start in life and that families Get in touch are empowered to get involved in their child’s Please send any stories and photographs that learning and development. you are happy to share to help mark our 60th anniversary to marketing@eyalliance.org.uk.

ADVERTISING

Navigating the storm Lucy Lewin, founder of the Profitable Nursery Academy, explains what inspired her to help early years providers develop their business skills

O

wning a small business can be challenging at the best of times.

Throw a global pandemic into the equation and you will quickly learn how solid your foundations are. Alongside all the challenges of 2020, last year also gave early years providers a look at how effective their business models are and find new ways to improve them.

In the first lockdown period my own 85-place nursery in Rutland closed as we didn’t have any key worker or vulnerable families that needed care. I decided to use the spare time I had to support other providers with motivational training, coaching and general support.

I am so proud of the early years sector.

We have passionate small business owners who deliver high quality care and education to families. However, I know from first-hand experience that the business of business itself is often given a back seat! For almost nine of the 10 years I spent managing my own nursery, all I focused on was the quality of care we offered, pleasing Ofsted and making sure the parents were happy. As long as we had enough money to pay our suppliers and staff, I felt that was enough.

In December 2018 all this changed when the setting started to struggle with cash flow issues. After paying my rent arears, I couldn’t pay my staff. I felt terrible. My team work

so hard, with almost half of them holding degrees in education, and all for little more than the minimum wage. I had one job – to make sure that they were paid – and I had failed! I vowed that from that day onward that I would do whatever it took to create the business that my team and I deserved.

Over the next few months, I started working on my business skills. I attended the Federation of Small Business (FSB) events in my local area and started networking. I developed the skills I needed to be able to save my business.

When the national lockdown was announced on 23 March 2020, I knew my business model and the key figures from my cash forecasts. Because I had invested in processes and strategic planning, I had time to think and respond. I was able to make decisions quickly and then focus on how best to support my families.

I was able to offer services virtually, offering my families daily activities and stories while building an online community for them. If I hadn’t learned the previous lessons and built a sustainable business in 2018, I would not have had the headspace to lead my team and families through the crisis. Thanks to my previous training and experience, I was able to put my families first without forsaking cashflow and processes.

I am now on a mission to help my

colleagues in the early years sector to understand business processes. Previously, I didn’t understand how these processes and systems could sit in a child-centred business – after all, children need freedom and creativity. However, I now know that I was wrong. With the right systems in place, you can improve the quality of your provision too. Staff productivity has improved too, now that the team better understand what is expected of them.

I am still learning too – I am currently enrolled on the Cambridge Judge Busines School course, How to prepare your business for the post-pandemic recovery, and have recently started the University of Leicester’s Small Business Leadership Programme.

Find out more The Profitable Nursery Academy supports single-site childcare providers and childminders, through a 12-week programme that covers what Lucy has identified as the five key steps to success. After completion, learners will have lifetime access to the course materials and remain part of the alumni knowledge hub, with its weekly coaching sessions.

To find out more, visit theprofitablenurseryacademy.com.

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Welcome to the virtual classroom Hayley Smith, development manager, and Richard Knight, early years service officer, explain how the Alliance is delivering training sessions online

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TRAINING

L

ast year was one of the most challenging times for all of us in the early years.

Everyone has had to make changes and adjust, both personally and professionally. The ongoing situation has impacted almost every aspect of life and professional development is no exception.

Ever-changing government guidance has made it more important than ever that we keep up-to-date with our training. Providers have embraced new ways of accessing this training as part of this ‘new normal’ that we find ourselves in.

The Alliance has already been offering online training for many years but with many providers working later into the evenings, it hasn’t always been easy for everyone to access. In response to the pandemic, we have been working on shorter courses, delivered at times suited to practitioners, to make it easier for our members to keep up-to-date.

Our Alliance Connect events offer providers an hour of interactive networking online and have been popular with members and nonmembers since the start of the first lockdown period. After many providers expressed an interest in accessing further training and development in this way, we decided to launch our Virtual Classroom.

These sessions are delivered fully online but still feel like a face-to-face training session, with other practitioners joining in as well.

The sessions are all built with the learning experience in mind. Attendees are invited to take part in polls, quizzes and breakout room discussions. Everyone can contribute and share their thoughts on the topic at hand.

Of course some of the stress of attending a physical training session is removed as providers can attend from the comfort of their own homes or settings. Our flexible approach means that sessions can be planned around providers’ busy schedules. Practitioners can access the classroom from smartphones and tablets as well as laptop/desktop computers.

Full IT support is given to anyone struggling with the system.

Courses usually comprise two or three sessions of around 90 minutes, depending on the topic covered. We understand the importance of wellbeing, particularly in this difficult time, and aim to break this up into shorter sessions with regular comfort breaks so

that everyone takes timeout from looking at the screen when needed.

Sessions are also tailored to specific audiences, with some aimed at childminders, committee groups, setting managers and owners, while others are suitable for all practitioners working in the early years.

We’ve also launched a service called Virtual Classroom Plus, which offers additional support afterwards to help providers take what they have learned and embed it into their practice.

Our virtual classroom has been designed to support Covid-related questions and help providers keep up-to-date with all the latest developments, while offering practical ideas, in this difficult and ever-changing time.

Here are some of the Virtual Classroom sessions we are delivering…

Looking towards your Ofsted inspection This thought-provoking course considers the implications for early years providers as they prepare for the resumption of Ofsted’s routine inspection schedule in the coming months.

Content includes: latest news from Ofsted the early years inspection handbook reflecting on your provision’s likely grade

Developing emotional intelligence through outdoor play Do you understand emotional resilience? Do you want to enable children to take risks in a safe and secure way? This session will help you to learn more about children’s social and emotional development and build skills such as conflict resolution in a nurturing environment.

The course covers topics including: supporting children to build resilience and risk-taking opportunities learning how to create opportunities for team building and supporting each other supporting and improving behaviour through teamwork how to observe play effectively to assess, record and plan for the different stages of development

through challenging times?

This course covers topics including: what is meant by mental health and wellbeing the factors that can have a negative impact on your staff the Education Inspection Framework’s requirements for promoting staff wellbeing and nurturing environments effective actions and approaches to support staff both individually and as part of a wider team dealing with any problems that staff may be experiencing how to create a mental health and wellbeing policy Here is some feedback from recent Virtual Classroom sessions: “I have attended a handful of virtual classroom sessions since October and have found the experience hassle-free and very helpful. Being able to see slides and everyone’s faces at the same time works great. You can also use the chat feature to ask questions, give answers and suggest ideas either to everyone or privately to the trainers.

“It’s extremely useful to discuss things with other settings from around the country and as the course is virtual, I can attend while in the setting and return to work quickly.”

Charlotte, pre-school manager, Milton Keynes “I have found these sessions brilliant. Several members of our team have attended some of them as they are so accessible as no travel time means less time out of ratio. The breakout rooms were great – I was a little nervous initially but after the first time, I was fine and the chat function is good for anyone who doesn’t feel comfortable speaking directly. I really did get as much out of the virtual classroom as I would attending a live face-to-face session.”

Michelle Cross, Cheapside Pre-school and Rainbow Kids Club

Find out more Supporting staff wellbeing Do you want to effectively support your staff and identify strategies for supporting them

To find out more and see a list of upcoming Virtual Classroom sessions, visit eyalliance.org.uk/online-early-yearstraining – and if you would like to speak to a member of the team please email: connect@ alliance.org.uk.

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HEALTH

Vaccinations: keeping up-to-date With many children’s routine vaccination schedule interrupted by the pandemic, here is a reminder of their usual schedule

D

uring the pandemic and the initial lockdown that started in March 2020, many children missed vital vaccination appointments despite many appointments still being available. Many families may not have known that the immunisation programme operating as usual amidst the strength of the overall ‘stay at home’ message. Public Health England (PHE) has since been reminding parents how important it is that their children receive these life-saving vaccines.

While the number of children receiving vaccines has increased since April 2020, uptake for the MMR and the six-in-one hexavalent vaccine is still 2.8% and 3.8% lower than in the previous year respectively, according to the most recent statistics from PHE. As long as the child, and members of their household, are not showing any symptoms of coronavirus and have not been told to self-isolate, families are safe to attend these appointments as usual. They should take care to follow instructions on social distancing and wearing face masks throughout the appointment as instructed.

Parents are being urged to attend these appointments to help prevent outbreaks of diseases like measles.

Dr Mary Ramsay, head of immunisations at PHE, said: “Vaccines remain the best defence against infection. It’s essential that we maintain the highest possible uptake to prevent a resurgence of serious and sometimes life-threatening diseases.

Routine vaccinations are still available throughout the pandemic – it’s vital that we continue to make it as easy and safe as possible for parents to take their children to appointments.”

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NHS vaccination schedule: Babies under one year old Eight weeks

12 weeks

Keeping a record It is best practice for early years providers to maintain a record of the vaccinations that children have had and to keep this information in their personal file, along with other important information – including any specific health needs. This record should be updated as further vaccinations are given.

It is important to remember that there will always be some children who will not be protected for some diseases. This could include: children who cannot be immunised for medical reasons children who are too young to be immunised children who missed appointments, or were too ill when they were due to be vaccinated children whose parents have decided against vaccination For a few children, it might also be the case that a vaccination didn’t work for them, so even those who have been vaccinated will not always be protected.

It would be wrong for any early years provider to routinely refuse to offer a place to a child who has not been vaccinated. That said, parents should always be encouraged to have their child immunised to protect both their health and that of the other children in the setting. Encourage any parent or carer who is concerned about having their child immunised to talk to their health visitor or GP. The most important thing for you is to know the vaccination status of every child in the setting. This will be important information should there be an incident of a serious disease.

16 weeks

Six-in-one vaccine Rotavirus vaccine MenB Six-in-one vaccine (2nd dose) Pneumococcal (PCV) vaccine Rotavirus vaccine (2nd dose) Six-in-one vaccine (3rd dose) MenB (2nd dose)

Children aged between one and five years old One year olds

Hib/MecC (1st dose) MMR (1st dose) Pneumococcal vaccine (2nd dose) 2-10 years old MenB (3rd dose) Annual flu vaccine Three years MMR (2nd dose) and four four-in-one pre-school months booster If any parents or carers of children attending your setting are worried that they may have missed some of their vaccination appointments, encourage them to contact their GP and book an appointment. While it’s always best for children to have their vaccinations on time, they can still catch up with most of them at a later date.

High temperatures after vaccinations Last month, the government updated its guidance on temperatures and coronavirus symptoms for early years providers. The guidance says that a temperature is a common side effect after vaccinations and says that “isolation is not required unless coronavirus is suspected”.

However, the guidance no longer says that temperature is a common side effect of teething, though children may have flushed cheeks and sore gums. The NHS guidelines also state that a fever is not a symptom of teething.

NEW FREE Welcome back bundle available NOW!

This vital, three-pack practical resource offers you support to manage opening up your setting after lockdown.

It covers; putting the needs of children first in the opening up process creating an environment to ensure the health and safety of children the government’s proposals and considers implications for the sector how to best support the physical and emotional wellbeing of children, staff and parents pedagogical issues, offering practical advice and guidance

How to access Each pack includes facilitator notes, templates and useful information links.

Available as FREE download for Alliance members in the member’s area.

Non-members can buy here for a special price, only £40.

Early Years Alliance

Whatever th Melanie Pilcher, quality and standards manager at the Alliance, shares ideas for getting outdoors and being active in wintry weather

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anuary is not always the most exciting month, particularly after all the excitement of Christmas and New Year. This, alongside the weather, can make the temptation to stay indoors and wait for Spring to arrive quite compelling. But, after all the indulgence of December, there is a very strong argument for getting children outside and active.

Little bodies and minds need fresh air and exercise whatever the season.

Too much time spent on the sofa, looking at screens and eating snacks mean that many children will not meet the NHS’ recommended three hours of daily exercise and could exceed the WHO’s recommended limit of one hour of sedentary screen time each day.

Even in the gloomy days of winter, getting outside and exposed to sunlight helps our bodies to make vitamin D, which keeps bones, teeth and muscles healthy.

It is hard to get enough vitamin D from the sun in the UK at the best of times, but every little really does help.

If you still need convincing that its worth facing the harsh winter conditions, perhaps reflect on the past year and its impact on mental health and wellbeing.

Despite children’s resilience, spending so much time at home in 2020 has been difficult for children. Spending time outdoors in natural environments can help to redress the balance.

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With many community venues still closed or offering limited services, there are fewer opportunities for organised activities such as swimming, dance or sports. Even children’s parties, which offered a chance for children to burn off energy playing games, running around and dancing, are still not taking place as usual.

Meeting those three hours each day can suddenly become a big challenge.

Thankfully, outdoors remains open and offers everything that children really need for their physical and mental wellbeing.

Even better, we know that being outdoors as much as possible is the recommended option for everyone.

Get mindful What better way to start the day than with some outdoor mindfulness? Mornings can be stressful times in a busy family with siblings going off to school and parents prepping for work. By the time children arrive at a setting, their stress levels may already be high. Slow things down and get outside as soon as you can to try these mindful exercises: Walk slowly and carefully, listening to the scrunch of leaves on the ground or the soft squelch of mud. Encourage the children to listen to the sounds that their feet make on the grass, earth or pavement.

Stand still and close your eye, tune in to the sounds of traffic, the whistle of the wind of the patter of raindrops. Are there any birds singing?

If it is cold, breathe in through your nose and out through your mouth. What can the children see? Focus on deep breathing for a minute or two and watch the vapour clouds that are formed as children exhale.

Focus on a particular tree, shrub, leaf or maybe a dew-encrusted cobweb. Look carefully, noting every detail.

Get moving To maintain social distancing, many parents are saying goodbye to their children at the setting gates or front door.

Some will have travelled to your setting by car, public transport or buggy – they could have been sitting for 30/40 minutes before being dropped off. Now is a good time to gather the children together so that your first activity of the day is morning exercise while they are still in their outdoor attire.

Obviously, you need to risk assess the condition of your outdoor surfaces.

Slippery pavements would be chaotic if you wanted to skip and run, but even icy puddles require balance and coordination as children use their gross motor skills to stay upright.

ACTIVITY CORNER

he weather…

Get muddy Mud is great at any time of the year.

Studies have shown that mud play supports children’s healthy immune systems and is a mindful activity, as the focus is on the properties of the mud.

Observe the mud carefully and focus on what it consists of. Children may be able to spot sand, small stones, fine roots or leaf mulch. Encourage older children to look for signs of life as even in January some plants will begin to emerge.

Get meteorological Our ever-changing weather is one of the reasons why it is always a favourite topic of conversation amongst adults.

“Will it rain later? Has there been a frost? Is there snow forecast?” These are all phrases that children will hear.

A study of the sky each day offers so many opportunities for learning.

Look at the shape, colour and movement of the clouds and discuss what they signify. Discover the director of the wind by making your own windsock or look for signs that the weather is changing. For example, the way that cows or sheep are said to lie down before it rains or some plants will close their leaves on a cold day.

Being curious about the weather helps children to connect to the natural world which, in turn, stimulates an

awareness of their environment and their place in it.

Get involved Join in and lead by example. One of the main reasons why practitioners

Considering your educational programmes: Outdoors Being clear about the intent, implementation, and impact for activities outside demonstrates that you are focused on what you want children to know, learn and do. Here are some suggestions: Intent - what you want children to know and learn Having a clear intent for your outdoor experiences is a good motivation.

Whether you want to support children’s physical development, or their knowledge and understanding of the world. There is plenty of opportunity for every child to benefit from being outside, and do not worry if your original intent does not match up to what happens, let the children lead the way.

Implementation - the teaching and learning Think about any resources you may wish

are often reluctant to go outside at this time of year is that standing and doing nothing leads to boredom and potential hypothermia! If you are active and motivated, the children will be too, so make sure you get involved.

to incorporate into your outdoor activities that will enhance the learning that is taking place. A child who is fascinated by the texture of mud may be further enthralled by looking at it through a magnifying class. Discuss the weather and introduce new language by naming the different cloud shapes, such as cumulus, nimbus etc…

Impact - what your observations are telling you Some children that struggle to concentrate and stay on task behave completely differently outside and become engrossed in a task of their own making, when indoors they flit from one activity to another. Do not assess a child as lacking in concentration until you have observed them playing outside.

Similarly, the seemingly withdrawn child who stands back from the main group during indoor activities, may display leadership when faced with the challenge of moving a large branch with his peers.

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FUNDRAISING

Making fundraising easier

The team at easyfundraising explain how the platform could help your setting boost income after a difficult year for fundraising

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fter a very difficult year for early years providers, we’re all hoping that 2021 will be better. But as restrictions on traditional face-to-face fundraising events may still be in place for some time yet, many settings are wondering how to keep funds coming in this year.

The number of people shopping online during the pandemic has soared, with families turning to online stores for more and more items. Some settings have been using this as an opportunity to raise money by using fundraising shopping website easyfundraising.

Katie, Burton-on-the-Wolds Pre-school Playgroup

Helen, St Michael’s Pre-school, Wolmer Green

How has the coronavirus crisis affected your fundraising?

It has had a huge impact on our fundraising efforts. We usually run lots of events around Christmas - most of our events were social gatherings for families and we had to cancel all of them.

There’s also been additional costs to make the playgroup Covid-safe for our children, such as leaning products, PPE and equipment and extra bins. These costs will be ongoing, so we now have to budget for them regularly.

How has the coronavirus crisis affected your fundraising?

We had to cancel all of our planned fundraising events and we expect this to be the case for the foreseeable. Our Christmas events would typically be some of our largest fundraisers so it’s been a real challenge.

Free funding for your setting Easyfundraising offers a very simple way for parents and staff to support your setting. When staff and parents use the easyfundraising app or website to shop with thousands of leading retailers, the online store they shop with sends your setting a donation.

It’s completely free to use and doesn’t cost your setting or your families anything extra. The retailers pay the donations – not the shoppers themselves. There are 4,400 retailers signed up to the scheme including Amazon, eBay, John Lewis, Marks & Spencer, Baker Ross, Tesco, Clarks & Argos.

Using easyfundraising is also a way for families, staff and your community to support your setting safely from home, even if they are shielding or under local restrictions.

Thousands of early years settings and schools are already using easyfundraising.

More than £61,000 was raised in 2020 alone. We’ve asked two settings to offer their advice and top tips on making easyfundraising work for your setting too.

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How much have you raised with easyfundraising? £243.34 – and we only started in June 2020!

Do you think easyfundraising is a good way for settings to keep raising funds while face-to-face events are on hold?

Yes, easyfundraising has made a huge difference to us. It is easy to use and most of our families are choosing to shop online over instore at the moment. We don’t know what the future holds, so this ensures we have some ongoing fundraising that is Covid-safe. We would recommend it to other settings because it is so easy to use and the amounts raised really add up.

Do you have any advice for other providers?

We use our newsletters to inform our parents and share the links on our social media pages. We also encourage people to download the easyfundraising up for when they are shopping on their phones or tablets.

How much have you raised with easyfundraising so far? £3,870.12 Do you think easyfundraising is a good way for settings to fundraise?

Yes, absolutely. Most people shop online in one way or another and this is such an easy way for parents and friends to support us without having to spend any additional money.

How do you explain easyfundraising to your families?

They are introduced to easyfundraising in our welcome packs. We then shared updates with our parents via social media and group messaging.

We recently added an easyfundraising banner and link to our email signatures.

We appreciate that parents are often overwhelmed with information from their settings and schools – especially at the moment with lots of Covid-related updates – so we hope that if anyone has missed the memo it may serve as a reminder at a time when they are already online or on their phone and can set it up easily.

Find out more To join the many settings already making the most of this entirely free and very straightforward way of fundraising safely from home, visit easyfundraising.org.uk/ early-years-alliance.

NUTRITION

Healthy habits for 2021 The Infant and Toddler Forum shares ideas for helping families start healthier habits in the new year

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he start of a new year is a good time to consider establishing new healthy habits for the year ahead. Toddlers’ nutrition requirements differ greatly from those of older children and adults. Rapidly growing and with small stomachs, toddlers require more nutrient-dense meals, regular eating opportunities and plenty of variety.

2020 was an unusual year in many ways.

The coronavirus pandemic presented enormous challenges for parents globally.

Alongside having to work from home, national lockdowns have resulted in many parents being unable to receive support from childcare professionals, presenting difficulties in keeping toddlers active and healthy.

Against a backdrop of rising childhood obesity rates – heightened by the impact of several lockdowns, which have seen children consuming higher quantities of unhealthy snacks and sugary drinks – the Infant & Toddler Forum has put together a list of six top tips to help families establish healthy habits in 2021, ensuring consistency in the early years setting and at home.

and development – except vitamin D. The five food groups are: bread, rice, potatoes, pasta & other starchy foods – offer one portion of each meal and in some snacks

fruit and vegetables – offer one portion at each meal and in some snacks milk, cheese and yoghurt – offer one portion of these around three times each day meat, fish, eggs, nuts and pulses – offer two/three toddler-sized portions each day

oils, butter and fat spreads – include small amounts twice a day

2. Vitamin D supplements Toddlers should be given 10 micrograms of vitamin D in a supplement every day.

Vitamin D is essential to support a toddler’s rapid growth and development. Too little can result in deficiency, which can lead to further health problems. Unfortunately, even with a nutritious diet, some toddlers will still not get enough, particularly those who are of Asian, African and Middle Eastern ethnic origin due to low levels of sunlight in the UK. This is why a supplement is recommended.

1. A balance of food from all five groups

3. Six to eight drinks a day

A variety of foods, in the correct combinations, will provide toddlers with all the nutrients they need for growth, good health

Toddlers should be offered between six and eight cups of drink each day. This will keep active toddlers hydrated and may help to

reduce the risk of constipation. Milk and water are the best drinks to offer between meals and snacks as they won’t harm teeth. Offer drinks in an unvalved beaker or cup, not a bottle.

Remember – fruit juice and fruit smoothies are sugary drinks. Like other sweet drinks, these can cause dental cavities. If offered, fruit juice should be well diluted and only given at meal times. Frequent sipping on juice, even when diluted, throughout the day is harmful for teeth.

4. Follow sleep patterns A regular meal and snack routine, based on their sleeping pattern, is best for toddlers.

This will support their energy and nutrient intake across the day because they do not tend to eat well when tired or over-hungry.

Snacks should be evenly spaced between meals to help avoid tantrums or frustrations due to hunger and lower blood sugar levels.

Top tip – stick to a routine, offering three meals and two/three snacks each day 5. Plan your menus A well-planned menu will provide meals and snacks with items from all food groups. It will make budgeting and shopping quicker and easier and you’ll know how much time to set aside for cooking and prepping. The Toddler Menu Planner, created by the Infant & Toddler Forum, is a simple guide to help families and childcare professionals ensure that toddlers receive a balanced diet every day.

6. Make it social Toddlers learn by copying other children and adults. Eating together in social groups allows picky toddlers to be exposed more regularly to new foods. Over time this could help build their confidence to try new foods and support longer-term acceptance.

Praising toddlers when they interact or try new foods will encourage them, but only paying attention to them when they refuse foods may increase problem eating behaviour.

Find out more For more information and advice on keeping toddlers healthy, read out 10 Steps for Healthy Toddlers guidance and tips and download our Healthy Eating for Toddlers Factsheet (1.1) at infantandtoddlerforum.org.UNDER 5 27

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Preparing for Ofste With almost a year since routine inspections were halted in response to the coronavirus pandemic, it’s important to prepare yourself, and where appropriate your team, for Ofsted’s phased return to inspections.

Starting in the spring term, Ofsted will begin a programme of “assurance inspections” which will confirm whether or not providers are meeting the requirements of the Early Years Foundation Stage. Ofsted has said that “assurance inspections will be proportionate and risk-based” and that “providers will be prioritised based on the length of time since their last inspection, and any other relevant information”.

Ofsted will not begin routine graded inspections again until the summer term of 2021. Find out more here: bit.ly/Jan21EY. With high-quality procedures and practice, you can assure yourself that you’re probably already prepared for an inspection, even so, the prospect of a visit for Ofsted whether it is for an ‘assurance’, or a routine inspection can still be a daunting prospect, especially with the thought of being observed and scrutinised.

Reflection It is always important to reflect on your practice, and to review the procedures you follow on a daily basis, and remind yourself (and your team) of your ability to showcase your best practice. In doing so you should boost your confidence with your knowledge of the Early Years Inspection Handbook (Ofsted 2019) and Inspecting Safeguarding in Early Years, Education and Skills Settings (Ofsted 2019)

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For instance, you’ll need to be clear about the terminology used in the inspection framework. In particular, terms such as intent, implementation and impact of your curriculum/education programmes, ensuring that everyone understands what they are and could explain their approach confidently to the Inspector.

Cultural capital Everyone should be able to demonstrate how your provision introduces children to the “awe and wonder” of the world as you increase their cultural capital. There is no need to over-think cultural capital – it is the exciting and stimulating activities that you do with children every day. It may include finding books on a child’s favourite topic, creating role-play activities that further their interest in a particular idea or taking trips to the park. What is important is that you feel confident explaining why you have chosen a particular activity and how it will benefit the child’s learning and development.

Make sure that you and your colleagues feel confident talking about building activities around the children’s interests, abilities and needs. You should use the knowledge from regular observations, as well as what you know of the children’s home lives to develop children’s experiences and learning.

Learning walks The inspector will conduct a learning walk with the provider (or their representative).

This is different from simply taking a tour of the premises or from taking part in a joint observation. It is like setting the scene for the inspection by making sure that the Inspector understands the intent

of your educational programmes and how they are delivered. For example, if you have a particular emphasis on learning outdoors, you’ll have the opportunity to explain how this is reflected in your curriculum.

Joint observations Another key aspect of an Ofsted inspection is the joint observation, whereby the Inspector observes practice alongside the manager or senior staff member as a parallel activity. They are conducted to: help the inspector to gain an insight into the effectiveness of the provision’s professional development programme for practitioners. This will be evident by the way the practitioners and manager or senior staff member who is observing in parallel with the inspector demonstrate their knowledge and understanding of how children learn and develop and by the range of experiences and learning opportunities that are available.

They help the inspector to learn about the provider’s view of staff interactions with children. This will be demonstrated by how well the ‘joint observer’ evaluates what they are seeing and feeds back to the Inspector and staff being observed at the time.

It will also be demonstrated by how well-established other methods of evaluation are.

They enable the inspector to see the quality of the implementation of the curriculum/educational programmes.

OFSTED

ed inspections in 2021 This will allow the co-observer to explain more fully what is actually happening and why. For example, if a child is standing back and observing rather than being actively engaged (not engaging with an activity), explaining why that might be, or why a practitioner has chosen to do something in a certain way to meet the needs of a group of children. It also makes sure that the inspector does not misunderstand the rationale for an activity because they do not have background information and demonstrates that the way activities are

organised is focused (as it should be) on meeting the needs of the children. It provides opportunities for the manager or senior staff member to show their knowledge of how individual children learn and the learning environment indoors and out.

to the practitioner to support the quality of teaching that is happening.

They allow the inspector to consider how effectively the manager supports staff to promote the learning and development of all children. This will be observed by the Inspector noting any feedback that the ‘joint observer’ gives

Special offer 50% off Managing your Ofsted Inspection Early Years Alliance (T202). Just £7.00 members, or £10.00 non-members, using the code below!

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Looking towards your Ofsted inspection This thought-provoking workshop will consider the implications for early years providers as they prepare for the resumption of Ofsted’s routine inspection schedule in the coming months.

By attending this course, managers, childminders and leaders, owners/trustees/ directors will: hear the latest news from Ofsted explore the early years inspection handbook reflect on your setting’s likely grade’ Find out more at www.eyalliance.org.uk/online-early-years-training.

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SEND

Somewhere to belong Under 5 speaks to the Lloyd Park Early Years SEND Team in Walthamstow about how their award-winning provision is improving outcomes for all children

A

ll families need support from time to time. Early years providers are often the first place that many turn to for advice for a range of different questions about their children. For families who are concerned about the child’s learning and development or worried that their child may have a special educational need or disability, this can be a difficult subject to raise.

Staff at Lloyd Park Lloyd Park in Walthamstow have been working to make their provision as welcoming and inclusive as possible. The charity runs three nurseries – two rated ‘Outstanding’ by Ofsted and the third waiting for its first inspection after opening in September 2019 – while also offering Family Centre services and community family projects across the borough of Waltham Forest.

The group’s early years SEND team recently scooped the Early Years at the 2020 NASEN awards for their tireless work to ensure that all children with SEND or below expected levels of development make process within at least one of the Prime areas of learning. All children at the setting make progress in their language and communication, while 93% of children attending the settings make progress within at least one other aspect of the Prime areas.

Focus on equality Alison Walker, inclusion manager across the charity’s three settings, explains: “We are a very inclusive setting but that’s not to say that we don’t take typically developing children – we welcome all children across the local community.” She works closely with key workers at the three sites to make sure they are supporting each child’s unique needs.

They also consult with families too to get more insight into how they can best support each child. She says: “Parents know the children the best.”

Being inclusive of children with SEND is built into the group’s ethos. Wendy Fields, CEO at Lloyd Park, explains: “Our ambition is all about equality of opportunity so our

work with children with SEND is an important feature of that.” As well as all their work with the children and families attending their nurseries and accessing their services, the charity also runs a group for children with SEND and their families.

“One of the things we are most proud of is our programme called Somewhere to Belong,” Wendy says. The invitation-only group offers play sessions that parents can join in with after being referred to them for support.

Zoe Wells, SEND specialist researcher at Lloyd Park, explains that the sessions follow a New Zealand-inspired ‘carousel’ model.

This sees various experts visit the sessions to offer support on assessments, early help and family support as well as therapists. “We have a steady team of practitioners running the sessions each week so families get to know those faces. But each week there is a separate professional who comes along to offer support and advice,” she says.

Support for families Zoe spent three years researching gaps in local authority support for children under the age of three, speaking with families and providers in the area. After teaming up with Lloyd Park, Somewhere to Belong launched in response to her findings. “Families wanted specialist support for their children who had been identified with an emerging need but not in a specialist centre,” she says. “They wanted specialist support but within a universal setting.

They wanted to walk into a children and family centre, like any other family, but they wanted that specialist support and input.”

Angela Carter, integrated service manager at Lloyd Park, says that working with families in this way has really helped improve outcomes for the children. She says: “Some families don’t really know that there are services available to them to support their mental health. It’s making sure that the whole family is looked at rather than just looking at one element of the child’s learning and development.”

Working so closely with parents and other agencies makes a huge difference. The team has been able to help parents and settings access services more easily. They’ve even been able to get funding secured before a child has started attending a setting.

Enabling environments Aside from parent support, the group has also put huge efforts into its learning environments too, making them as enabling as possible for children with SEND. The group’s Grow Wild adventure playground is an enclosed space designed to help children enjoy the natural environment while learning to manage risks.

Children can play with rope bridges, insect houses, tunnel slides and natural musical instruments. Wendy says: “It’s a stimulating environment and that does really support the prime areas of learning – and not just physical development as the children have to talk and communicate their way around.”

The outdoor space has also been rented by a specialist group working with children with autism, which has reported fantastic results after their time there. The enabling environment is beneficial for all the children at the setting, not just those with SEND, as it helps boost their communication skills, while learning to manage risks themselves. “In our last Ofsted, the inspector commented on how well all the children understood the rules and communicated with each other to keep safe,” Wendy says.

Building relationships Another focus that has really helped the group support families as best they can, is their aim to build strong relationships with all the families. Having these connections makes it easier to work with the children’s families to find solutions to any issues that arise. Alison says: “If you build relationships with parents right from the beginning and offer your support and guidance and let them know that you are there to help them – that’s one of the biggest things you can do.”

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FAMILIES

Family time tips In a new series to help you support children’s learning and development outside your setting, we share some ideas for families to try at home

Making a web Here’s a great idea for a game that helps our little ones to develop their hand eye coordination, while having fun at the same time.

All you need is a roll of sticky tape, kitchen paper, newspaper or anything that you can scrunch up into balls – socks work too – and a doorway. Start criss-crossing the tape across the top or middle of the door, depending on the height of your little one and how high you think they might be able to throw. Make

Relax and unwind Why not try making a ‘Self Soothe Box’ for your little one? It can be taken out in times of need or whenever they might need a moment to calm down or relax.

sure that the sticky side is facing you. Then, encourage your little one to have a go at throwing the scrunched-up balls through the web. Did your web catch any flies?

To add another challenge, why not ask your little one to take a step back and throw?

Then, take two steps back and throw again?

We’re sure you’ll have a ‘webtastic’ day!

With thanks to HandsOnAsWeGrow.com and WhatMomsLove.com for the idea and picture.

All you need is a box or container and a range of sensory objects and toys to put inside. Look for items that will help focus their minds for a few minutes. This could include: something to touch – look for something soft and cuddly with a comforting texture something to look at – add some photos of special people, places or pets something that the child likes to smell something to hear – try a wind-up toy or something else with a comforting sound

Make a happy face Next time you’re out for a walk with your little one, why not take a bag or bucket with you and see if you can find some natural treasures to pick up? Perhaps a pine cone, some flowers or pebbles? When you get home, take a look at all the items you have found and try to make a happy face!

Happy relaxing!

With thanks to Lincolnshire Early Years Alliance for this idea.

Sign up to Family Time Tips Our Family Time Tips offer is due to run until March 2021. It offers fun, practical tips and advice to promote children’s learning and development sent directly to your mobile. Daily topics include language and learning through play activities, health and wellbeing tips plus nutritional advice for you and your child.

The service use WhatsApp to send you

learning and development ideas direct to your phone. It is a broadcast service, so you won’t be added to a group with lots of people sending messages. This is not a commercial activity, so you won’t receive any advertising and you can choose to opt out at any time.

For more information, visit bit.ly/33ZlsNs or contact Jonathan Lucas at jonathan.lucas@ eyalliance.org.uk.

Please feel free to share this page with parents and carers.

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COMPETITION

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For your chance to win, simply send your answer to the following question, along with your name and contact details to: under5.competitions@eyalliance.org.uk with the subject line ‘Dyson cord-free vacuum’ by 20 January 2021.

What milestone anniversary will the Alliance be celebrating later this year? (hint – see page 18) a) 30th anniversary b) 40th anniversary c) 60th anniversary

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.

UNDER 5 MAGAZINE ISSN 0969-9481 EDITOR: Rachel Lawler DESIGN: room111.co.uk

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