Under 5 March 2019 by Under 5

Under 5 the Magazine of the Early Years Alliance March 2019

WdIyN Time

a Ted set Fitness 00 1 worth ÂŁ

DIY mud kitchens

Making your own outdoor play area

Sharing stories

Inspire a lifelong love of reading

Bouncing back Responding to inspection setbacks

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Contents 4

News round up

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

My Under 5

Letters to the editor

To all Alliance members…

In memory of Belle Tutaev

Ready to renew?

Under 5 readers share their views on the early years sector Chief executive Neil Leitch comments on the Alliance’s new brand A tribute to Alliance founder Belle Tutaev OBE Make sure you’re ready for your Alliance membership renewal Under 5 editor Rachel Lawler speaks to the inspirational former nursery nurse Lisa Potts about her work in the early years

Welcome

A chance for Alliance member settings to share news of recent events and projects

20 Q&A: Lisa Potts

How to make your own mud kitchen

Inspiration for making a DIY mud kitchen for your setting

22 Life-saving fundraising

How one member setting raised funds to install a new community defibrillator

24 How to handle an “inadequate” rating”

Advice for bouncing back from a disappointing Ofsted inspection

26 Building confidence and resilience

Ideas for supporting children’s wellbeing in your setting

28 When is a lease not a lease?

Answering common questions on leases with Alliance legal helpline Law-Call

29 Sharing stories

Ideas for celebrating World Book Day on 7 March 2019

32 Keeping toddlers hydrated

How to recognise dehydration and how to prevent it

33 Competition

WELCOME & CONTENTS

Welcome to Under 5 This extra-special issue of Under 5 is the first to be printed by the Early Years Alliance – our new brand name. For more details on the new name and what you can expect from the Alliance going forward, chief executive Neil Leitch has written a letter to all members in this issue (page 12). Please make a note of our updated contact details in this issue – our website is now www.eyalliance.org.uk although our address and phone numbers remain unchanged. If you’d like to use one of our updated membership logos, please log in to the members’ area on our website to download the updated version of this at www.eyalliance.org.uk/ members-area. This issue also brings some sad news, as last month we said farewell to Alliance founder Belle Tutaev who passed away at age 90. Belle founded the Alliance in 1961 and was awarded an OBE in 2012 for her work in the early years sector. We’ve got the full story of her life and legacy (page 14) as well as some tributes from Alliance members (page 16). In brighter news, we have also spoken to the inspirational Lisa Potts (page 20) who will be speaking at the Alliance’s annual conference in May. In 1994, Lisa was working at a nursery in Wolverhampton when a man with a machete attacked the setting. She managed to save the children, despite suffering several injuries herself, and has since won awards for her bravery. If you’d like to hear more about Lisa’s story visit www.eyalliance.org.uk/conference2019 to book your place and see the rest of the line-up. We’ve also got lots of practical ideas to share with your team. Alliance member Sanjay Morzaria from Little Darling Childcare has shared some advice for bouncing back from a disappointing Ofsted rating (page 24) and Alliance quality and standards manager Melanie Pilcher has some ideas for celebrating World Book Day in your setting (page 29) this month. Melanie has also shared some great ideas for making your own mud kitchen (page 21). As ever, we love to hear from Under 5 readers – please keep sharing your news for My Under 5 and views for our letters page. You can get in touch at editor.u5@eyalliance.org.uk. Rachel Lawler, editor

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in brief...

BACK TO WORK: A survey by neonatal charity Bliss found that 77% of parents of premature and sick babies said that they were not given enough time off work while their child was in intensive care.

Treasury committee seeks evidence on business rates

round-up Tax-free childcare taken up by just a fifth of expected number of families Government figures show that far fewer families than expected are using the tax-free childcare offer. Just 91,000 parents accessed the offer in December 2018, compared to the 415,000 predicted. Take-up of the offer may have been affected by a series of technical problems at the launch of the Childcare Service website, which parents must use in order to access the offer, in 2017. The full roll-out of tax-free childcare was delayed as a consequence. The Office for Budget Responsibility predicted that the treasury would spend £880 million on tax-free childcare in 2017-18 but this was revised to £37 million after low take-up. Neil Leitch, chief executive of the Alliance,

said: “Given that so many parents across the country are continuing to struggle with the cost of childcare, the fact that this flagship scheme has had so little take-up demonstrates just how poorly this policy has been rolled-out. “Ongoing technical issues have meant that many parents still struggle to complete the simplest of tasks, even just signing up for the scheme, or reconfirming their eligibility. And of course, the regressive nature of this policy - as those who can afford to put the most into their childcare accounts get the greatest support from government - means that for many families on lower-incomes, it simply isn’t worth the hassle.”

Early years providers are being encouraged to respond to a Treasury Committee inquiry on the impact of business rates. Nurseries based in Scotland have been exempt from paying business rates since April 2018 and settings in Wales will have a similar exemption from April 2019 onwards. However, the government has not made the same change in England and some early years settings must still pay business rates. Local authorities can currently choose to offer local rate relief to early years settings, but there is no national guidance or funding for this. Early years providers based in England are encouraged to respond to the inquiry. The deadline for written submissions is 2 April 2019.

“It’s vital that the government remembers that business rates are an issue that affects more than just shops, pubs and other retailers.” Neil Leitch, chief executive of the Alliance, said: “It beggars belief that the government is still refusing to budge on this issue, despite the fact that providers in Wales and Scotland have now been granted exemption from business rates. “Many settings have seen a significant increase in business rates over recent years, putting even more pressure on their finances at an already incredibly challenging time. It’s vital, therefore, that as many providers as possible respond to this inquiry, and ensure that the government remembers that this is an issue affecting more than just shops, pubs and other retailers.”

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HELPLINE: Family Action has launched FamilyLine, a confidential helpline offering advice to families struggling with all aspects of family life including wellbeing and parenting issues.

POVERTY: More than a third of babies in the UK are living below the poverty line, according to the Joseph Rowntree Foundation.

Alliance works with DfE and Ofsted to reduce workload pressures The Alliance has announced the start of a new project, aiming to reduce workload pressures for early years staff. Working with the Department for Education (DfE) and Ofsted, the Alliance will explore the areas where pressure can be reduced as well as any misconceptions about what is required that may be creating unnecessary work for practitioners. The Alliance is running a series of focus groups with the DfE and Ofsted to gather practitioners’ views. The Alliance will also publish a sector-wide survey this spring, giving all practitioners a chance to share their views on current pressures. The project is the result of a large-scale survey conducted by the Alliance last year, Minds Matter, which explored mental health and wellbeing in the early years. Neil Leitch, chief executive of the Alliance, commented: “We are incredibly pleased that both the Department for Education and Ofsted are supporting our efforts to address the early years sector’s workload concerns. “It is crucial that any steps to help reduce unnecessary pressures on

childcare practitioners are taken as a matter of priority and so we fully welcome the commitment of both organisations to work collaboratively with us to find practical, sustainable ways to tackle these issues.” Gill Jones, early education deputy director at Ofsted, added: “I want childminders and nurseries to focus on what matters: looking after young

children in a safe environment in which they learn and develop well. “We certainly don’t want anyone in an early years setting to do anything specifically for Ofsted, which creates extra work for them. That is why we have worked hard in recent years to dispel myths about what Ofsted does and doesn’t want when we carry out inspections.”

Government responds to petition on funding A petition calling for early years funding to increase in line with the National Living and National Minimum Wages has gathered more than 10,000 signatures on the government’s website. Created by Alliance member Shaza Haq, manager at Little Hands Montessori, the petition states: “The National

Minimum Wage will increase again in April, therefore the government needs to increase the childcare funding rates in line with these for settings to survive.” The National Living Wage is set to increase from £7.83 to £8.21 in April 2019. This is the minimum rate that must be paid to all workers aged 25 and over.

The National Minimum Wage, which is the minimum rate for workers aged under 25, is also increasing, as well as the minimum hourly rate for apprentices. The government has responded to the petition, stating that it is spending “a record” £6 billion on childcare in 2019-20 and that it will continue to monitor the market closely. Neil Leitch, chief executive of the Alliance called the response “incredibly disappointing”. He said: “The government is well aware that the sector is struggling – but instead of treating this petition with the respect it deserved and committing to finally tackling inadequate funding rates, ministers chose to bury their heads in the sand once again. We urge the Department for Education to stop stalling and start dealing with this problem: the sector simply doesn’t not have time for the government to drag its feet on this issue any longer.”

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Thinktank warns of 30 hours impact on two-year-olds 30 hours policy is a “car crash” according to new report The 30-hours policy is “entrenching inequality rather than closing the gap”, according to a new report from the Education Select Committee. The report, Tackling disadvantage in the early years, says that the current policy is putting financial pressure on settings, giving more advantaged children more quality care and impacting the availability of childcare places for disadvantaged two-year-olds. The report says that the Committee has been told that the 30-hours policy is a “car crash”. It says: “The government should reduce the earnings cap for 30-hours childcare and use the extra funding to provide early education for disadvantaged children.” The report also calls on the government to develop a workforce strategy for the early years “at the earliest opportunity” and called for research into interventions designed to support parents, to avoid wasting money on ineffective programmes. Neil Leitch, chief executive of the Alliance, said: “While the government talks a good game when it comes to ‘closing the gap’

and supporting the life chances of children from poorer backgrounds, the fact is that many of its flagship childcare policies do the exact opposite. “Research has shown that a lack of adequate funding for the 30-hours policy has resulted in councils scaling back, if not scrapping, early years schemes aimed at disadvantaged children, while many providers struggling to stay afloat have been forced to prioritise places for families willing and able to pay for ‘optional extras’ over and above those seeking wholly ‘free’ places.”

25,000 eligibility codes not validated Around 25,000 eligibility codes for the 30-hours offer have not been validated for the spring term 2019, according to the latest statistics from the Department for Education (DfE). Parents who are eligible to access funding for a 30-hours place for their three- or four-yearold child can apply for an eligibility code via the Childcare Service website. Once issued, this code must then be validated by their chosen early years provider(s). These latest statistics show that a total of 24,813 codes issued to parents for the spring term 2019 have not been validated, as of 28 January 2019. The figures also demonstrate regional differences in access to the 30-hours offer. 93% of all codes issued in England have been validated but regions such as Walsall (78%), Bexley (69%) and Thurrock (67%) show

a much higher percentage of eligibility codes still not validated with a provider. The DfE said that some providers may still validate codes partway through the term, but these figures suggest that some parents issued with a code may not have been able to secure a 30-hours place for their child. Neil Leitch, chief executive of the Alliance, commented: “It’s clear that the availability of funded places remains a postcode lottery – in some areas of London, more than a quarter of families who have requested a 30-hours code have not been able to access a place. With more and more providers struggling to make ends meet in the face of rising business costs and frozen funding levels, it’s likely that such a squeeze on places will continue to grow in the months ahead.”

“It’s clear that the availability of funded 30-hour places remains a postcode lottery.”

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The Education Policy Institute (EPI) thinktank has warned that the 30-hours offer may have an impact on the availability of childcare places for disadvantaged twoyear-olds in a new research paper. The EPI says that there may be a “possible trade-off” between “the take-up of the entitlement for disadvantaged two-yearolds and take-up of the 30-hours entitlement for three- and four-year-olds”. The paper concludes: “Recent policy changes to the early years sector may be unintentionally creating a disparity in deciding who is prioritised for early years provision.” Neil Leitch, chief executive of the Alliance, commented: “It’s deeply concerning to see further evidence of a trade-off between the funded childcare available to disadvantaged two-year olds and take-up of the 30 hours entitlement for three- and four- year olds. “Unfortunately this is an inevitable consequence of a situation where, according to sector experts Ceeda, more than two in every five (44%) childcare providers have seen their funding fall in in real-terms in the last five years. This has meant that funded places for two-year-olds – which are more expensive to run – have become too costly for providers already struggling to stay open and reliant on parents who are able to afford ‘voluntary’ charges to make up the funding shortfall.”

Run a

to teach road safety and save lives Wednesday

1 0 2 7 20

y Wednesda

MARCH 2019

JULY 2019

Wedn esday

NOV EMB ER 2

019

Every year thousands of tots and infants aged 2-7 take part in a special Beep Beep! Day • A great way to engage children with road safety basics. • Raise awareness among parents and the wider community. • Brand new free and low-cost resources for each event. • A fun and easy way to raise valuable funds for Brake.

Register now and receive a free e-resource pack • Bumper packs available for just £10.50+VAT. These include: stickers, certificates, posters and lots of road safety activities to run with up to 50 children!

““Brake’s Br Beep Beep! Days are a great way for children to start understanding the importance of road safety from a young age and are an excellent addition you to oour pre-school safety education programme delivered alongside our pro Neighbourhood Policing partners.” Nei Suzanne Preston, Corby Borough Council

Organised by

Brake

the road safety charity Registered charity No. 1093244

Sponsored by

Double celeb

ration

The team at Close to Hom e in Essex are celebratin g after being graded “outstanding ” in their late st Ofsted inspection, as well as their th 10 anniversary. Owner Sarah Trower said: “We were so proud to read our report with words su ch as ‘inspira tio nal’ and ‘phenomenal ’ used within it. This came as we entere d our 10 th ye ar, which in itself was so mething we w ere proud to achieve.” The team are gr ateful for all the staf f and families th at have supported th em over the past decade .

Green fingers

Church Walk Pre-school N ursery in Ulv trying out so erston has be me gardenin en g activities us Installed over ing its greenh a year ago, th ouse. e greenhouse revamp. With was in need a little help fro of a m Wards in B was able to re arrow, the se place the Pe tti ng rs pex sheets on greenhouse the sides of th and rebuild th e e base to mak children to pl e it sturdier fo ant and grow r the in.

Valentine’s Day Play Days Active Kids Group in St Stephen’s Church, Rednall joined Valentine’s Day celebrations in their local village. The children helped to decorate a large red heart which was displayed in the high street as part of a wider campaign to show appreciation for the village. They also made their own flower cards and printed envelopes to put their artwork in. The setting also shared chocolate hearts for the children to give to loved ones on Valentine’s Day. 8

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, ’s Church t Stephen S in p u . activities e Kids Gro series of ays Activ a D h y it la w P r cks a t a g chopsti e New Ye Children kers usin d Chines c te ra c ra b n own le w e ir c s and pra made the Rednall, hey also ng noodle ti T a . e ry d ined to e s y jo ppa Pig ms and They enjo emed Pe related ite th f a o ll to fu d x d e ot, lea er overy bo and listen Kite-Litefo red a disc lie lo u p J x . e ts out , n s strume arning ab lucky bag musical in ly week le g e v in s lo u a e d c ren ha a lion dan “The child ay.” ing, said: in a fun w ls a at the sett v and festi s re u lt u c different

ew Year Chinese N

Signing the way Beenham Pre-school in Reading has received a Makato nFriendly accreditation from the Makaton Charity. All staff have taken part in training and taster sessions with Makato n and the setting invites families to join termly taster session s so that children can keep practicing at home. They celebra ted the accreditation with a party, which included a person alised video message from BBC character Mr Tumble, as well as signing and singing sessions.

Frozen fun

don Hatch Children at Hopscotch Day Nurseries in Kelve some with ided coinc that day enjoyed a Frozen-themed the from cters chara as ed dress wintery weather. Children ng, painti ice ing includ ies activit d film and took part in theme at ger mana y deput , Karen jelly. glitter play dough and iced lovely time. the setting, said: “All the children had a really children the and dough cloud We made fake snow and ice.” to turns and s learned how water freeze

celebrations lford, Anniversary Nursery in Te alesfield Day

rsary. th staff at H ’s 30 annive Children and ed their setting at br le ce ve d present Shropshire ha rty for past an ith sted a big pa ho ng tti g Donna Sm se in e Th embers includ m f af st e as nc l si el the nursery families, as w ve worked at ha ho w d es at od who celebr and Sharon D anie Moore, 1989 and Mel in g in en ager Helen op an its ar. Nursery m ye is th e ic of its rv edibly proud 25 years of se nursery is incr he “T d: aff.” te st en long serving Childs comm ore so of the m en ev d an achievement

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’.

HAVE YOUR SAY

Letters to the editor STAR LETTER Concerning trends I have been childminding for 15 years and find that reading Under 5 magazine now fills me with doom and gloom – and very little hope for the future of the early years. I think the subject of underfunding has totally taken over from the joy of actually teaching and concentrating on the job. I seem to spend half my spare time sorting out funding an apologising when I present parents with an increased bill at the end of the month. What should we be put in this position and made to feel bad? There seems to be no light at the end of the tunnel regarding an increase in funding. There is definitely no encouragement for future students enrolling onto Early Years Teacher Training courses, particularly when the wage offered is not much more than the minimum wage! The quote from January’s issue of Under 5 from Martin Wheatley, the Treasury expert from thinktank the Institute for Government, summed it up well. He said: “Simply put, we don’t know what the spending envelope is going to be, we don’t know when the Spending Review is going to start or finish, we don’t know how many years it’s going to cover and we don’t know when we will know.” No wonder there has been a drop of 16,600 childminders since August 2012. Surely this is not rocket science! Jill Cade, childminder Hurting the poor Reading the article “Universal Credit childcare policy hurts the poorest” (Under 5, February 2019) I wonder if anyone is surprised at this? The 30-hours entitlement is really benefiting the higher income families who earn up to £200,000 a year. It has been stated before in a variety of ways and stll no government minister is taking any notice of it. There are so many groups that are closing because the 30 hours is just not viable for the long-term for them. Those who do offer the 30-hours are struggling to stay afloat, so where will this end? Perhaps when all term-time sessional settings close and the only options open to parents are the independent schools, day care or nursery units attached to a particular school? If parents are not in the catchment area for a particular school then it really will become a choice between independent and day care. The government really needs to either scrap the 30-hours entitlement altogether, reduce the qualifying salary limits or give the parents the 30 hours directly. If parents had the money for the 30 hours directly, and they are on Universal Credit, then they will already have the money to pay for the childcare and won’t need to choose between a job offer or getting into debt because of childcare costs. Providers wouldn’t need to get involved in any form-filling or checking eligibility codes, because we wouldn’t have anything to do with the funding at all. Perhaps I am looking at this in too simplistic a way. I wonder if the government is slightly nervous of giving parents the 15/30 hours directly because they know that the amount given is so low that

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parents, who are ultimately voters, may challenge politicians more – or just not vote for them! Candy Head, Tigglets Montessori Send your letters to Under 5 magazine, Early Years Alliance, 50 Featherstone Street, London, EC1Y 8RT or email: editor.u5@eyalliance.org.uk using the subject line ‘Letters’.

This month’s star letter wins a selection of early years books including a copy of What’s Going On Inside My Head by Molly Potter. The book explores ways to start conversations with children about positive mental health and includes practical ways of keeping their minds in good shape as well as their bodies. Aiming to help create solid foundations for children’s current and future wellbeing, the book is illustrated by Sarah Jennings and includes coping strategies and healthy habits for children to practise.

Stay in touch Make sure you keep up-to-date with the Alliance after our rebrand. You can reach us at Under 5 magazine at editor.u5@eyalliance.org.uk or at:

www.facebook.com/EYAlliance

@Under5mag

@EYAlliance

www

eyalliance.org.uk

we've changed! To reflect the growing range of early years providers we support every year, we’ve changed our name from the Pre-school Learning Alliance to the Early Years Alliance. We want to give a united voice for all our members: from pre-schools to childminding professionals, day nurseries to baby and toddler groups, sector partners and beyond. As an Alliance member, you'll continue to enjoy all the very special benefits currently available to you – with fantastic NEW offers on the way too! Look out for exciting, positive changes happening at the Alliance over the coming year. Together, let’s make an even bigger difference. Find out more at www.eyalliance.org.uk

Early Years Alliance

EARLY YEARS ALLIANCE

To all Alliance members

Early Years Alliance

As hopefully most of you are now aware, we have undergone a significant change over recent weeks: after more than 20 years of being known as the Pre-school Learning Alliance, we are now, officially, the Early Years Alliance. So why the transition? For an organisation as steeped in proud history as the Alliance is, change is always a tricky and delicate issue: embracing the future while ensuring we don’t forget our past. That is why we chose a name that offered continuity: we are still ‘the Alliance’, speaking up for the sector and working hard to support children and families across the country. The only difference is that now our name reflects something that has been true for many years now: that we represent a wide range of early years providers from across the sector. Since announcing our new name, I’ve been asked on more than one occasion if this change means we are turning our back on pre-schools. The answer to that isn’t simply ‘no’ – it’s ‘never’. Pre-schools are part of the founding fabric of the Alliance. It was nearly 60 years ago that the late Belle Tutaev, the inspirational founder of the Alliance, started her own playgroup in her local church hall as a way of supporting local mothers of young children to have a space in which they could socialise and their children could learn and play – and the role of pre-schools in supporting their local communities remains as vital today as it was back then. That said, we know that these are challenging times for the sector, and we have seen before on many occasions that there is strength in numbers. That’s why we want to make it clear that we offer support, and a united voice, to a broad range of providers: from pre-schools, to childminders, to nurseries, alongside baby and toddler groups, students, local authorities and many more. But of course, these changes are more than just a name change. We are proud of our record of supporting our members, and our recent surveys have demonstrated just how much you value what we do. And yet, we can always, and should always, strive to do even better. That’s why this year, we are embarking on a refreshed membership strategy that puts the needs of you and your provision at the centre. Whether it’s making it easier and more convenient for you to do things like renew your membership; completely revamping the format of our member conference to focus on more of the topics you said were important to you; or boosting our member offer with even more tailored benefits and support packages, our focus is clear: we are your membership organisation and we are here to support you in the ways that you need. In these difficult times, we know that providers have to make difficult decisions about what you do and don’t spend your money on and we never take your decision to become, and to stay, Alliance members for granted. We value each and every one of you, and hope to be able to demonstrate that even more clearly in the months and years to come. In the meantime, thank you for supporting us through this exciting transition and if you have any questions, concerns or thoughts you would like to share with us, please do get in touch at feedback@eyalliance.org.uk – we are always keen to hear from you. With kindest regards,

Neil Leitch, chief executive, Early Years Alliance

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In memory of

Belle Tutaev founder, Early Years Alliance 1929 – 2019

orn in New York, and raised in a small village in Jamaica, Belle Tutaev enjoyed a childhood that was, in her own words, “idyllic”. With aunts and uncles all nearby, she had lots of children to play with and lots of space to enjoy, and at age 11, she won a scholarship to study at Wolmer’s Girls School in Kingston. At 17, Belle’s mother needed to tend to a sick relative back in England, where she was born and where her family still lived. Belle decided to go with her, and soon got a job as

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a psychiatric nurse in Bristol. During a break between training courses, she took a trip back to New York and while she was travelling, met her future husband, who was living in London at the time. Belle eventually moved to join him, leaving her training programme so that she could care for him while he dealt with health issues. The couple later had two children together: Christopher and Mary. It was while trying to organise a birthday party for Mary that Belle noticed a problem that would change her life.

Because her daughter was only three-yearsold, and hadn’t started school, Mary hadn’t made any young friends to invite. With little support available elsewhere, and no local nursery place available for her daughter, Belle formed a group with some other local mothers and began looking for somewhere for them to meet regularly where their children could play. After speaking with other parents at her son’s school, she met a qualified nursery nurse who offered to work with her. They soon set up at a local church hall in Marylebone, with a

OBITUARY

playgroup that was initially attended by just six children for two hours each day. As the group expanded, they frequently ran into difficulties with funding, legislation and other red tape. Belle said: “It was difficult to get a place that would accept children en masse. The halls, all the places they went to made up every excuse under the sun.” It was in August 1961 that Belle wrote a letter to The Guardian titled “Do-It-YourselfNurseries”. In it, she asked the government for more facilities for children under five and encouraged other parents to set up their own provision where possible. “Inquiries are welcomed (particularly from those enclosing a stamped-addressed envelope) from mothers and teachers who would like to create their own solutions to their problems,” the letter said. The response from other parents was overwhelming. Many were having similar problems with finding nursery spaces and had also set up their own groups in response. Within a year, Belle had organised the first Annual General Meeting of what was then known as the Pre-school Playgroups Association, having amassed 150 members. By May 1963, the organisation was recognised as an official charity and by 1966, it had more than 1,300 members, opening its first office in Toynbee Hall, London. Belle was the first President of the charity, a role she held until 1966, after which she spent two years retraining as a teacher, before going on to work in a local infants school in the reception class. She then became headteacher at a nursery school in Bristol. In 1982, HRH the Princess of Wales became the organisation’s first patron as it continued

to grow. In 2011, the Pre-school Learning Alliance, as the organisation was then known, published 50 Favourite Stories and Rhymes in collaboration with Ladybird books to mark its 50th birthday, which included the story of the how Belle founded the Alliance, titled “Belle’s Big Idea!” The following year, Belle was awarded an Officer of the British Empire (OBE) for services to children and families in the Queen’s Birthday Honours. Neil Leitch, chief executive of the Alliance, said: “Childcare has changed enormously since the Alliance was founded almost 60 years ago, but it is testament to the strength of Belle’s original vision that our founding principles have remained constant. Belle understood instinctively that young children benefit enormously from playing and learning alongside their peers – and that government has a responsibility to support and enable this. “At a time when children, families and early years providers are continuing to face significant challenges, our work is just as vital as ever. We will continue to battle for these essential services and ensure that we do justice to her incredible legacy. She was a remarkable woman and a cherished friend.” Mary Tutaev, one of Belle’s two children, said: “I am so proud of Belle: a woman who created such an important movement at a time when many women and children weren’t regarded with much importance or relevance. “Belle was a force of nature who never accepted restrictions or setbacks – and her strongly held beliefs and convictions helped develop and change the lives of so many men, women and children. Let her tenacity, strength and pure conviction encourage

future generations of adults and children to continue and build on such a fine organisation as the Alliance.” Today, the Early Years Alliance is the most representative early years organisation in England. It represents 14,000 members who deliver care and education to more than 800,000 families across England every year as pre-schools, parent and toddler groups and childminders.

1961 Belle Tutaev writes to The Guardian

1962 First Annual General Meeting of the Pre-school Playgroups Association

1966 Membership reaches 1,300 and Belle starts a new career as a reception teacher

1995 The charity is renamed the Pre-school Learning Alliance

2011 The Alliance celebrates its 50th birthday

2012 Belle Tutaev is awarded an OBE for services to children and families

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OBITUARY

Belle Tutaev: your tributes Alliance members and colleagues share their tributes to Alliance founder Belle Tutaev

“What a legacy to leave behind – an inspirational woman. Condolences to the family from everyone at Gorsybank Pre-school.” Carol Gee

“It was through [Belle]’s vision that I was fortunate enough to see my children attend a pre-school that was a member of the Alliance. I did my childcare training through the Alliance and that then enabled me to work with the Alliance for more than 20 years.” Anita Harper

“Such an inspiring woman to whom I, and many others, owe huge thanks. Her work in setting up playgroups and the idea of volunteers led to my own involvement as a volunteer. When my children were young, I was a hands-on volunteer in their playgroup. Later, I joined the committee and then, in more recent years, I become a volunteer at county and national level. I would not be who I am today if Belle had not started her playgroup.” Penny Webb

“This is such sad news. She was a truly wonderful lady who changed families lives forever and brought together communities. My sincere condolences to her family to her family on their great loss.” Yvonne Hamilton

“She has left a wonderful legacy – such an inspiration.” Christine Cheshire “I was fortunate to spend much of my career working for the Alliance, which would not have been possible without the seeds sown by this remarkable lady. How fortunate we were.” Dee Davenport

“[Belle] inspired me to set up a playgroup way back in the sixties.” Sue Crowther

“Such an inspirational and modest woman. I remember going to her nursery in Bristol when I was just starting out in the playgroup movement back in the 70s.” Lynne Brunton

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“[Belle was] an inspirational and lovely lady.” Angie Marchment

All comments submitted via the Alliance Facebook page.

Stay in touch Make sure you’re up-to-date between issues of Under 5. You can follow us on social media at:

“Such an inspirational lady. She was so influential in the early years.” Lynne Sheehan and Becky Mower

@under5mag @EYAlliance Facebook.com/EYAlliance Make sure you’re signed up to receive the biweekly Under 5 newsletter for more updates between issues – you can sign up at www.eyalliance.org.uk/under5

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Advert Do you think this is fair.qxp_Layout 1 12/10/2016 12:12 Page 1

Do you think this is fair? DELIVERY COSTS

FUNDING

We donâ&#x20AC;&#x2122;t either. That's why the Early Years Allianceâ&#x20AC;&#x2122;s

Fair Future Funding campaign is calling on the

government to ensure that early years funding keeps up with the rising cost of delivering places.

Find out more, or sign up as a supporter, at www.eyalliance.org.uk/fairfuturefunding Early Years Alliance

MEMBERSHIP

Ready to renew?

Don’t forge t, your annu subs al cripti on to is inc Unde luded r5 i n you mem r bersh ip!

April and May are two of the busiest months for membership renewals at the Alliance. Make sure you’re prepared with our checklist 1. Check your renewal pack We’ll automatically send you a pack in the post before your membership is due for renewal. This will contain all the information you need, including the date and price of your renewal. We will send you reminders about your renewal, but all the information you need will be in this pack. If you think your pack is missing, please get in touch at 020 7697 2585 or email membership@ eyallaince.org.uk

2. Make sure your information is up-to-date The information we have on record for your membership will be pre-printed on your renewal form. You should ensure that your details, including your email address, are up-to-date. Also check that the size of your provision and the number of sites you operate are correct. This is particularly important for members who have their insurance through the Alliance, as you must ensure that you have the right cover for your needs. Check that the total insured sum covers your needs for potentially rebuilding, replacing, or repairing items that are lost or damaged. If any of your information needs updating, simply note it down on the renewal form and our team will ensure that your record is revised accordingly. If you need to update your insurance policy, please call us on 020 7697 2585.

3. Consider direct debit payments There are a number of ways to pay for your membership including with a credit/debit card, Bacs transfer and cheque or postal order. You also might want to consider switching to a direct debit. This will ensure that you never miss a renewal – all you need to do is fill out the direct debit instruction in your renewal form.

4. Get an insurance quote If you aren’t already taking advantage of the Alliance’s specialist insurance offer, why not take this opportunity to get a quote? You can get in touch now, or whenever your insurance policy is due for renewal. To request a quote, call us on 020 7697 2585.

5. Check your consent We want to keep you informed about all the latest news, member benefits and discounts. We need to have your consent to do this, so please make sure you let us know how you want to be contacted on your renewal form.

6. Send your form back Once you’ve completed your form, make sure you send it back to us as soon as possible. Our team will then process you renewal as a priority. If all the information in your pack is up to date, you can renew over the phone with a debit or

credit card without returning your form – just give the team a call on 020 7697 2585.

7. Check out the latest member benefits Make sure you’re getting the most out of your membership. In the past 12 months we have: answered nearly 6,000 member queries through our Information Service advice line provided free confidential legal advice to more than 4,500 members through the 24-hour Law-Call service given thousands of practitioners access to free online training with EduCare offered detailed advice through more than 70 mini-guides, templates and other free resources introduced a new online version of Under 5, available to Alliance members For more information on these exclusive benefits, visit: www.eyalliance.org.uk/members-area

Insurance renewal All Alliance members using our insurance offer must include their Employers Reference Number (ERN) on their renewal form. This is the reference number for their employees’ income tax and national insurance contributions and is commonly referred to as the Employer PAYE Reference. This information is required to help support insurers in meeting their obligations to help people quickly trace the relevant insurer when they have suffered an injury in the workplace. More information is available on the ELTO website – www.elto.org.uk UNDER 5

Q&A

What made you decide that you wanted to work in the early years? I had always wanted to work with children – my mum worked as a Sunday school teacher and I used to help out. I’d also started babysitting. So after I left school I completed an NNEB diploma at a local college and qualified as a nursery nurse. I started work as a nanny shortly afterwards, which I loved. I then started working in a private nursery in 1994, before moving into education.

What was your experience like working in the nursery at St Luke’s?

Lisa Potts Lisa Potts is a former nursery nurse. She was injured in July 1996 while protecting children at St Luke’s Primary School in Wolverhampton from a machete attack by a man with severe paranoid schizophrenia. Aged just 21 at the time, Lisa suffered severe cuts to her head, back and both arms. Three children and three other adults were also injured, but all survived the ordeal, which began as the setting was enjoying a teddy bear picnic outdoors. Lisa has since retrained as a counsellor and in 2001 launched her own charity, Believe to Achieve. She now works as a health visitor and inspirational speaker.

It was while I was working part-time supporting a reception class that I began volunteering at St Luke’s. For about six months, I used to get the bus there to join the afternoon sessions, before I started work full-time at the nursery. We used to have 30 children in the morning and 30 children in the afternoon. I absolutely loved working with the children – in everything I did from nannying through to working at the school. I really loved it!

How did the 1996 attack change your career? I’d been working at St Luke’s for about 18 months when everything happened. I decided to go back to work about six to eight months after the attack. I loved my job but I struggled – I had several injuries still and I was often invited out to various awards and of course there was the trial. [The attacker was detained indefinitely in a secure mental health hospital in 1997.} So I decided to take some time out and left St Luke’s the following year. After that I did a lot of charity work. I worked with Oxfam in Vietnam and helped build a house for children in Romania. I also wrote two books – Behind the Smile and a children’s prayer book – Thank You God.

Have you worked with children in the early years since? In 2001 I set up my charity Believe to Achieve, and this work is still on-going although we tend to work with slightly

older children aged eight to 11 in Wolverhampton schools. It’s about helping children to believe in themselves, through healthy living and developing a healthy mind. After a while, I went back to college and completed a diploma in counselling in 2004 and started work at a Sure Start centre, doing a lot of family support and work with teenage pregnancies. I also got married and had my two children. Then, in 2010 I took the plunge and went back to university to train as an adult nurse. I have been working as a health visitor for about five or six years now.

How does this compare to your previous work in the early years? I work with families with children aged under five, so I am doing a lot of similar work. I do all the post-natal checks with young children, as well as checking up on the mental health of new mothers. I am at an advantage really with my background in the early years – I know all about children’s development and what stages they should be at! I still love working with children and I really love making a difference.

Do you still think that the early years are important? Absolutely, those years from birth to age five are so important. Children are like little sponges at those ages and that’s when you are really shaping a child’s mind. At Believe to Achieve we talk a lot about healthy minds and mindfulness. It’s a real trend at the moment but it’s important. We need to help children, and their parents really, learn to live in the here and now instead of worrying about the future or the past. If children can learn to be in the here and now, they can take this skill with them for the rest of their lives.

Be the best: sharing early years excellence Lisa Potts will be opening the day at the Alliance’s annual conference, and sharing her inspirational story with us, on 31 May 2019. Find out more and book your tickets at www.eyalliance.org.uk/conference2019

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MUD KITCHEN

How to make your own mud kitchen Melanie Pilcher, quality and standards manager at the Alliance, shares some ideas for making a DIY mud kitchen

roviders are increasingly aware of the importance of outdoor learning. While the Early Years Foundation Stage (EYFS) only states that providers must “provide access to an outdoor play area” or offer daily outdoor activities, practitioners are starting to see how time spent outdoors can help all areas of learning and development. When children are outside they should have direct and unrestricted access to the elements. What better way to provide them with the challenge and provocation that supports the characteristics of effective learning? One way many practitioners are exploring this idea is with a mud kitchen.

saucepans. But the core purpose of a mud kitchen is to ignite children’s imagination and curiosity as they explore their outdoor space. Of course there is nothing wrong with a pre-made mud kitchen, but in reality there is nothing stopping practitioners from creating their own mud kitchens.

DIY mud kitchens All you will need to create is a space where children can use their imaginations to explore the materials given. Many of the key components can be picked up cheaply in second-hand stores or assembled from donated or recycled items. Core components include:

Mud pies Whether ready-purchased or DIY-assembled, mud kitchens are understandably a popular feature in outdoor spaces for children. They tick a lot of boxes for outdoor activities and offer an extension of the much-valued home corner inside the setting. Mud kitchens allow children to interact with mud, sand and water, as well as other natural materials. Children will also explore new shapes and textures and learn to mix and stir as they go. There is something a little contradictory about buying a beautifully crafted mud kitchen. Today, you can purchase units with work surfaces, shelves and cupboard space, even ones that come ready kitted-out with plastic implements and shiny child-sized

a horizontal surface (at child height) a space to store pots, pans, utensils – possibly shelves or cupboards a box or small cupboard that could be used as an oven old saucepans, bowls and jugs in different shapes and sizes utensils for mixing, weighing, scooping and shaping mud pies access to water – it does not have to be next to the kitchen, as children will enjoy the challenge of transporting it mud and sand that children can help themselves to – it should offer contrast and allow them to change the properties of their concoctions

containers of gravel, pebbles and stones that can be topped up and allow for drainage between uses plant materials such as leaves, sticks, twigs and pinecones – if you don’t have a plentiful supply in your outdoor space, have large containers that are replenished with different materials regularly pots of growing herbs to provide smell, texture and colour The space where you choose to set up your kitchen is also important. In a corner or up against a fence will give the impression of a room-like space. Placing it close to other activity spaces, such as a den or digging area, will compliment these activities and give children more scope for role-play.

Health and safety Some studies have suggested that mud supports healthy immune systems and can boost children’s mood. But if your mud kitchen has not been used for a while, you’ll need to check for any water that has been left untouched for a while and remove it before children start to play, as stagnant water can harbour some nasty bacteria. Keep an eye out for any signs for vermin, including animal faeces, each time before children start to play. You’ll also need to make sure children wash their hands thoroughly after each session.

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Lifesaving fundraising Kate Bailey, manager at WUFA in Woodstock, Oxfordshire, explains why they decided to install a community defibrillator in their setting, and how they raised the necessary funds

UFA was founded more than 30 years ago with the aim of servicing Woodstockâ&#x20AC;&#x2122;s community. We are a non-profit charity setting and are overseen by a committee of parents and community volunteers â&#x20AC;&#x201C; as well as myself, the manager. We run a thriving pre-school for children aged from two- to five-years-old Monday to Friday for 34 children, as well as wraparound cover in the mornings and evenings for children aged three up to 11-years-old during term times.

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Fundraising and community awareness is key to our future success. With so many independent childcare providers closing in recent years, it is imperative that valuable settings, such as ours, do everything they can to promote and help themselves.

Saving hearts As a setting, we continually train our team with the latest first aid and it is becoming increasingly clear that defibrillators should be more readily available. In Woodstock,

there was previously only one available in the centre of town and one near the fire station but nothing within easy running distance of our setting. The idea of installing a defibrillator also had a personal meaning to me after a friend passed away in late 2017. He was aged just 32 and his wife was also pregnant at the time. Had there been a defibrillator available nearby for him when he went into cardiac arrest, doctors believe he may have survived.

COMMUNITY

Raising funds After speaking with our committee and volunteer team, I tried to formulate a plan for installing a community defibrillator at WUFA. I contacted a company called First for Safety that offered first aid training and advised us on where we could buy a discounted defibrillator as an early years setting. I contacted the Woodstock Freemasons group about them possibly supporting the project. I didn’t get a response to my first two letters, so I actually delivered a third letter right into their hands at one of their meetings. I explained what I wanted to do with the defibrillator and they agreed to support the project. Once I had told the committee, we started planning additional fundraising for the project. We soon realised that our external gate would not support the defibrillator so would need to replace it, as well as adding a electricity supply. Thankfully, working with community groups we were able to find an electrician to volunteer to help us for free. Other funds were raised through a number of cake sales and other things. However, we soon realised that we would need to up our game and planned a big community open day at the setting. We opened up our garden to bespoke stallholders selling local produce and other items. We also worked with our local garden centre to open a flower shop. On the day, First for Safety also did a full demonstration of how to use defibrillators. The town mayor and councillors attended and we

were lucky to get the attention of the local press, helping to support the project and raise awareness about the need for community defibrillators. We raised a total of £1,600 which was great. We then raised a further £1,800 with a raffle in early November, using donated prizes.

Training for all Once the defibrillator was installed, we held a free community training session – with the trainer donating his time. We worked with a local estate agent to get leaflets printed and locals, our committee, staff and a member of the town council all joined in. We all now feel totally confident about using the defibrillator – although we hope we never need to use it. Our staff are fully trained in first aid anyway, but I would encourage refresher training for all early years staff. We all need to be confident about our abilities and training can help. We’re hoping to host another training day in early summer, perhaps at the weekend so that more people are able to attend. Don’t be afraid to ask your community for help with projects like this. It wasn’t easy getting prizes for the raffles and asking local businesses to help. But it is amazing how many people come forward once the word spreads. Make sure you have a plan and know the total cost of a project like this before you start, as we had a few surprises along the way. However, support from our local community helped to bridge the gaps.

What is a defibrillator? Defibrillators are life-saving devices that can give the heart an electric shock – an essential procedure when trying to save the life of someone who is in cardiac arrest.

Who can use a defibrillator? Anyone can use a community defibrillator – they are fitted with clear instructions on how to use them and the device will assess the heart rhythm and will only instruct the user to deliver a shock if it’s needed.

Why are they be needed? Cardiac arrests can happen to anyone at any time. To give a person the best chance of survival, it’s best to call 999, start CPR and then try and find a defibrillator nearby. According to the British Heart Foundation, every minute it takes for a defibrillator to reach someone and deliver a shock, their chances of survival reduce by up to 10%. At the moment, just 3% of cardiac arrests happen within the recommended distance of a defibrillator. A person in cardiac arrest needs to be helped with a defibrillator as quickly as possible. So Public Access Defibrillators are increasingly being fitted in public spaces including workplaces, shopping centres and community centres. Those calling 999 will often be told if there is a defibrillator nearby that they can use.

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OFSTED

Bouncing back: dealing with your inspection outcome Sanjay Morzaria, manager at Little Darling Childcare in Harrow, shares his advice for dealing with a disappointing outcome after his setting went from an ‘inadequate’ to an ‘outstanding’ rating with Ofsted in 2018

t’s every childcare provider’s worst nightmare – your Ofsted report has landed and it’s not good news. But if your setting has received an “inadequate” rating, it’s not the end of the world. There are ways you can address this so that instead of having a PR nightmare on your hands, you can turn this into a positive opportunity for your early years business.

Don’t panic When an Ofsted inspector grades your childcare provision as ‘inadequate’ overall, it may feel like a real crisis. Your instinct will be to panic, but you should try to stay calm! Yours will not be the first setting to receive this judgement, and it certainly doesn’t have to spell disaster for your business. You can turn this negative into a positive. After an ‘inadequate’ grading, Ofsted will need to revisit the provider within six months in order to reevaluate their judgement. This gives you time to address their concerns and improve on any unsatisfactory areas, before getting another inspection and a chance to improve. Many settings will recover quickly and will be able to move forwards if they are able to improve at their next inspection.

Reassure staff Staff will obviously be distressed by a negative Ofsted report. They may fear for their jobs if parents decide to move their children out of the setting. Call a full staff meeting as soon as possible to reassure them and let them voice their frustrations. Let them know that they are still valued members of the team and ask for suggestions on how you can improve based on the inspector’s feedback. Blaming individual staff members or your team as a whole for the negative report is counter productive. Staff will quickly become demotivated and may look elsewhere for work if you don’t take ultimate responsibility as the owner or manager. Giving team members specific and measurable roles as part of your improvement plan will keep them on track as you move forward together.

Address parental concerns Contact parents as soon as you can after the inspection outcome is known – certainly before the result is made public. Giving them a call or chatting to them as they pick up their children will show them that you’re taking Ofsted’s concerns seriously. Initially, a poor Ofsted grade may come as a shock to parents. But the opinion of one Ofsted inspector may not impact their overall feelings, particularly if they have had a positive relationship with you and the setting previously. Ofsted gradings are just one factor that families consider when choosing childcare. Parents often place more emphasis on how the setting feels to them: Are staff enthusiastic? Are the children happy? Is the atmosphere friendly? Is it inclusive? Parents will often rely on their gut instinct over Ofsted ratings. Honesty is valued, so if you keep parents informed about the steps you are taking to improve things, you may be surprised at how many choose to stay loyal to you. Some may even be outraged at the decision and will may if there is anything they can do to support you. Moving a child out of a trusted setting is a big decision for any family. Most families will not take this knee-jerk step. You could even hold a special parents evening or weekend session for parents to voice any concerns they may have. This is a great way to help them feel included and is good way to gather feedback. Remind parents that settings often leap from ‘inadequate’ to ‘outstanding’ between reports.

Start planning After the initial impact of an ‘inadequate’ grading, you will need to put a plan in place that identifies concerns and spells out how these will be addressed. Some concerns raised by the inspector may be quickly addressed, whereas others will take much longer to resolve. Make both the Ofsted report and your plan available to all staff members and parents as soon as possible to prevent gossip and rumours.

Implement your plan carefully, and stick to it. You may want to seek advice from a your local authority, trusted colleagues in your network or a professional. Remember that the Alliance has a lot of resources and advice available on its website.

Turn it into an opportunity Some settings have chosen to speak out after a disappointing Ofsted rating, hitting back at the inspector’s claims via local newspapers and social media. The Ofsted report doesn’t tell the full story of your provision and by contacting the media yourself, you can help paint the picture you want people to see. Personally, I would focus on how you are going to improve your setting ahead of the re-inspection in six months’ time. You need to move fast and stay focused. Ask parents and staff if they would be happy to provide testimonials about their experiences at your setting. You can share these with the press, or on your own websites and social media. These can really help to counteract any negative claims.

Future-proof your childcare business All childcare providers hope for a great Ofsted outcome, but it pays to be prepared for the worst case scenario. Establish good relationships with parents and create a communication network so that you can contact them quickly if you ever need to reassure them. A strong presence on social media can also provide a public forum to address concerns and complaints, as well as offering a chance to share positive stories and pictures every day. Making the decision to use a negative Ofsted report as a springboard is also key. With the right attitude you can turn this into an opportunity to improve your setting, rather than allowing it to become a surefire disaster. Above all, at a time of crisis, your team and parents will look to you for leadership. This is your time to shine.

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Building confidenc The recent About Early Years Sector Skills Survey by Ceeda shows that the majority of early years staff are skilled in areas of safeguarding, paediatric first aid, food hygiene, maths and data protection. These are important skills for early years practitioners, so this is good news for the sector. Where employers report more gaps, however, is in the areas of ‘soft skills’ and attitudes. Around a quarter of all settings, for example, reported practitioners lacking skills in problem solving, interest and enthusiasm for their role, resilience and self-confidence. As early years practitioners, we understand how crucial it is that the children in our care develop these sorts of skills in their personal, social and emotional development. Yet they are just as important in becoming effective, successful practitioners. In the workplace, feeling respected, listened to and supported helps a lot towards building confidence and resilience, an interest in

the role and enthusiasm to have a go at tackling problems. What is also needed though, is a willingness to take personal responsibility for our own development in these areas. The following edited extract is taken from Alliance publication Personal & Professional Development for the Early Years Workforce which guides practitioners in building their confidence and becoming more resilient.

Developing personal resilience Being resilient is about having the ability to recover easily and quickly from challenging situations, for example, when managing a distressing safeguarding concern. Resilient people have gained strategies and capabilities to work through difficult emotions that arise, to manage or minimise their impact. One of the most important things that will help you build resilience is self-awareness, or the ability to be aware of your emotions

and moods. Think about the following factors which support our ability to put things into perspective and realise that sometimes a situation can appear to be much worse than it actually is, once we have had time to think it through: close and secure relationships with family, friends and colleagues – these give us a sense of who we are and help promote our self-esteem

the ability to understand emotions and express and manage strong feelings having a positive self-image and being able to recognise our strengths as well as our weaknesses – this enables us to handle criticism better having a sense of self-belief, that we are in control and confident that we can manage challenges as and when they arise good problem-solving and communication skills – these give us options and means by which we can work around problems the ability to calm ourselves and manage stress in a healthy way How do they describe your experience, outlook on life, how you see yourself and how you manage stress? If some of them do not currently apply to you, consider how they may impact on your ability to be resilient.

Becoming more confident There are many reasons why we may lack confidence and our confidence levels can fluctuate or increase due to different life experiences. Start by recognising the times and situations when you have felt less confident – what is it about these situations that makes you feel unsure of yourself?

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TRAINING

ce and resilience Then think about when you have felt very confident – what is it that makes you feel so self-assured? Just as self-awareness helps to build resilience, it also helps to improve confidence, which in turn contributes to resilience. Try to include the following in your day-to-day practice:

2. Set yourself a challenge Pick an area in which you need to gain confidence, such as talking to a large group of people or using a new programme on the computer. The more you try things, the easier you will cope with challenging situations.

1. Try new things Take risks, try and do new things, even things you feel you might not be good at. If you do better than you expected, you will feel great. Even if you do not succeed, at least you’ll have given it a go.

3. Stop trying to please everyone Be confident in your opinions and actions and be prepared to explain them to anyone who may not agree with you. Do not say what you think others want you to say. Be your own person.

4. Learn to say “no” You should be able to say “no” clearly, but without being aggressive or rude. Give an explanation, but be firm. 5. Set goals Be clear about which areas you want to work on and what you need to achieve. Set clear goals you think you can reach and be prepared to adjust them if you need to. Find out more about improving your skills in these vital areas in Personal & Professional Development for the Early Years Workforce.

Special offer 20% off Personal & Professional Development for the Early Years Workforce Pre-school Learning Alliance (Ref: A041) £8.95 members, £12.95 non-members

Personal and Professional Development for the Early Years Workforce is a concise but comprehensive book that offers practical guidance and strategies for practitioners to reflect on their strengths, build on the abilities they already possess and consider the skills they wish to improve further. It supports practitioners in following a cycle of experiential learning through observation, feedback, reflection and action planning, including the setting of SMART targets. With case studies throughout, this publication covers specific areas of personal development including assertiveness and resilience, and professional development, such as public speaking, participating in and leading meetings, and project management. It will inspire practitioners at all stages of their career to gain confidence, increase their job satisfaction and improve children’s experiences of learning. Order by 31 March, quoting PPD19 to receive this offer.

Interested in buying? Please visit shop.eyalliance.org.uk, call 0300 330 0996 or email shop@eyalliance.org.uk. shop.eyalliance.org.uk

LAW-CALL

When is a lease not a lease? The team behind Law-Call, the legal helpline available to Alliance members, explains some common concerns surrounding leases for early years settings When dealing with queries about agreements between landlords and tenants, the term “lease” is often used as a generic term to describe the relationship between them. However, it often transpires that this is not the correct description of the legal relationship and many organisations use a licence instead. Unless you own your own premises, the arrangement for the use of land or buildings will usually be a lease or licence so the differences between the two are likely to affect most settings at some point. Which one you are using can have significant effects on your rights as a tenant or licensee. Most settings will have a written agreement that sets out both parties’ respective rights and obligations. But many do not and, for various historical reasons, you may not have any documentation at all. This means that you will have to establish your rights by looking at the daily practicalities of the relationship.

Licence A licence does not give settings an “interest” in the space in the legal sense of the word. As a result, your rights as a licensee, not a tenant, are very limited. However, your obligations will also be limited – including any need to repair or maintain the upkeep of buildings.

A licence is broadly-speaking no more than permission given by the owner of property to use the space for a particular purpose. This might be for a one-off period or, as would be the case for pre-school settings, on an on-going basis. A licence can be terminated with “reasonable” notice – which doesn’t offer much security if you are trying to operate a business.

Lease A lease, on the other hand, is an arrangement that sees the landlord give their tenant exclusive right of occupation, for a fixed period of time, in return for rent. The exclusive possession is an essential element of a lease. A lease will create a ‘legal interest’ in the property for your setting and consequently your rights will be greatly enhanced. However, your obligations will also increase and you will be more certain about when the agreement can be bought to an end.

only users of the space and have been paying a fee over a long period, the courts may decide that you do in fact have a lease arrangement. This would give you protection under the Landlord and Tenant Act 1964, which can include the right to extend the lease. Documents that do not tell the full story are another potential pitfall in leases and licences. If a dispute arises as to whether a licence is really a lease, or vice versa, the courts will look beyond just the words used on any written agreement and consider whether it correctly reflects the relationship between the two parties. Whatever type of agreement you are offered by your landlord, ask if they comply with the Code for Leasing Business Premises. We recommend that you take legal advice on the content. Some things to consider: Heads of terms – These give an overview of the main points included in the lease and should be agreed in principle before the full lease is prepared and signed. Obligations – These explain what each party will be responsible for. Break clauses – When and how can you get out of this agreement if you want or need to? Rent reviews – Are these upward only? You will need to consider future affordability of any changes. Schedules of condition – Consider taking your own photographs and recording dates to document the condition of the premises. Insurance and repairs – Make sure you know who is responsible for what.

Exclusive occupation The differences between the two may seem fairly clear. However, ‘exclusive occupation’ can be at times confusing. If you have a licence to use a hall for sessions Monday-Friday, term-time only, but it is hired out to other users in the evenings or weekends, then this is unlikely to be sufficiently exclusive in order to be interpreted as a lease. However, if in reality you are the

Charity Trustees who operate as unincorporated associations entering into leases need to take particular care, as the trustees will generally be entering into the lease in their own names. The personal liability aspect of such organisations extends to lease obligations. If the charity were to run into financial difficulties, the trustees who are parties to the lease agreement may find themselves personally liable to continue paying the rent or footing the bill for repairs. This can be addressed by careful drafting of the agreement to make provision for such an eventuality, but legal advice should be sought.

More information

This article is a general guide only. If you need specific advice, please contact the Law-Call helpline. The contact details can be found on your membership card or in the members’ area of the Alliance website at: www.eyalliance.org.uk/members-area UNDER 5

ACTIVITY CORNER

Sharing stories Melanie Pilcher, quality and standards manager at the Alliance, shares some ideas for celebrating World Book Day in your setting

e all love a good story. As practitioners, we have a vital role to play in making books and reading an enjoyable part of everyday life for children. In doing so we are helping them to develop a love of books and a positive attitude towards reading that will stay with them throughout their whole lives. The essential skills that children develop through listening to stories helps to develop a solid foundation for literacy, which in turn supports the essential skills of being able to read and write. The theme of this year’s World Book Day on 7 March 2019 is ‘share a story,’ focusing on the message that reading with children for just 10 minutes each day can make a crucial difference, helping to create a lifelong love of reading.

Despite the essential importance of story time, it is not always given the priority that it deserves in early years settings. Sometimes stories are used in circle time activities, with the intent of keeping children occupied during a transition period. For example, stories are often used during hand washing before lunch or prior to going home. Children will be asked to sit still until their name is called, then they will have to leave before the end of the story, which must be hugely frustrating for them. In these cases, the activity has no real value and meaningful learning opportunities are missed. Of course there are story times that are not defined by routine requirements and are planned in their own right. This is how it should be. Every child should hear the beginning and end of the tale and the

practitioner’s sole focus should be on the book they are sharing with the children. Story time should be planned as an adultled activity with a clear intent and purpose. This does not mean that there shouldn’t be spontaneous story-telling, particularly if it is child-led, nor does story time have to take place in a designated area or at a set time. There are in fact many unique ways to share a story and everyone will have their own preference, including the children. But there are certain things that underpin good story telling however and wherever it happens.

The right place A designated book-corner or story area is an important element of continuous provision. It should be laid out in such a way that children

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and adults will want to visit it frequently. Practitioners must ensure that it is planned and maintained, with new books added often and damaged books removed. Practitioners should also model behaviour they want to see in the book corner, treating books with the care and respect they deserve. It is also important to reflect upon who uses your book corner and when – for example, if boys only tend to do so during designated story times when they are directed to. Think about how you can encourage these children to use it more, maybe making the theme more appealing to their current interests. Put your book corner in a space that is relatively quiet, away from areas of high traffic, such as the route to the bathroom. Think about how books are stored and displayed – put some on shelves, some in racks and some in book boxes. Make it accessible and welcoming so that children have room to gather in small groups, or to simply be still and quiet on their own way if they need to. For many children, the act of looking at a favourite book is calming and reassuring when they are feeling upset.

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Don’t be tempted to fill the area with brightly coloured child-sized plastic furniture – it may appeal to an adult’s idea of what looks nice, but is quite often not really fit for purpose. A small adult-sized sofa and some comfy seating is ideal. Soft cushions and rugs are great, if they can be easily cleaned. Can children arrange the books as they wish? Are fixtures and fittings easily removed? Do they have ‘ownership’ of the layout?

The right content Think about the type and range of books you have available. There should be a good mixture of picture books, big books, board books, lift-the-flap books, poems and non-fiction books, with lots of different print styles. Ensure that you include books that reflect diversity and inclusion, with plenty of positive images of people from different cultures and in non-stereotypical situations. Books can be expensive, but there are means and ways of keeping a regular supply of new books coming in. Ask parents for donations of books, but set some criteria – you’ll want books that are in a good

condition, covering a relevant topic and age-appropriate for the children in your setting. But while you are adding to your collection and making sure that there is always something new, don’t forget old favourites. Some things to consider: Children enjoy looking at photo albums – either sitting quietly alone or sharing memories with a friend or practitioner. Seeing photos of themselves and their peers encourages dialogue and helps them grasp the concept of time and the sequence of events. Many settings use their book corner to display children’s work. This is fine as long as they don’t take over and help enhance the area. You might want to explore themes from time-to-time. For example, you could add props for particular books or choose to highlight the work of a particular author or illustrator.

The right story-telling Speak clearly and not too fast when reading with children. It’s surprising how many

ACTIVITY CORNER

practitioners are not comfortable with reading a story and just want to get it over and done with quickly. But would you want to listen to someone who is simply droning on? Vary the tone, pitch and volume you use, but don’t assume that the louder you are, the more likely it is that children will listen. Sometimes a whisper suggests danger or intrigue that will have children hanging on your every word to find out what happens next. The person who reads the story is also important. Let children have a go at telling a favourite story to each other – they may not be able to read the words but will remember enough of a story to be able to get all the essential bits in and it will boost their confidence too. Invite somebody in to share story time. If you have a predominantly female staff team, you could invite a father, granddad or uncle to read a story. Make use of the diversity within your community so that story time reflects the accents that children are hearing at home.

Don’t forget: Make sure children are comfortable and can see the book you are reading; hold it so that they can see the pictures.

Don’t just launch straight in with the story – explore the front cover. As adults we spend some time looking at the cover before we select a book, so do this with children too. Don’t force children to sit still and listen. They will get very little from the experience if their interest is elsewhere. If a child comments on the story, or is pre-empting what comes next, don’t stop them. Acknowledge their contribution and involve them in the storytelling. Don’t ever think about skipping a page – they will know!

Tell it any way you want There are nearly as many ways to tell a story as there are types of storybook. A familiar story takes on a whole new lease of life if you tell it in a different way. Some ideas to consider: Not every story comes in the form of a paper book. You might want to introduce eBooks, audio books, pictures or just your voice. It’s important to introduce a wide range of story-telling techniques. Act out stories as you tell them – use

your arms, hands and body. Remember that facial expressions speak a thousand words. Even if you do not have any children with speech and language difficulties, sign language can be a wonderful way to enhance a story. Story sacks offer a range of props to support a specific book, but you don’t need to buy them. Make your own or get the children to help you find items that are linked to the story. Sketch a story – you don’t have to be a brilliant artist and it offers the children a chance to get involved. Use simple stick figures and ask the children to describe where they live. The story will evolve and you can continue adding new sketches as you go along. Rhyme a story – children love the predictability of rhyme. There are so many excellent rhyming stories that will help them to anticipate the rhyming word. This will prepare them to make predictions as they start to master the skill of reading. Take it outside – use the sights, smells and noises in the outdoors to enhance your story.

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NUTRITION

Keeping toddlers hydrated The Infant & Toddler Forum shares helpful information on recognising the signs of dehydration and how to prevent it

rinks are an essential part of every toddler’s diet. Toddlers have higher fluid requirements in relation to their size than adults and are less heat tolerant, putting them at a higher risk of dehydration. Early years practitioners are well placed to recognise the early signs and symptoms of dehydration and help parents prevent it occurring.

discomfort in toddlers and even impact on their appetite. Drinking plenty of fluids can therefore reduce the severity of constipation.

How to spot dehydration

Here are some things to consider: Toddlers should be offered six to eight drinks each day, alongside meals and snacks, but more may be needed in very hot weather or after physical activity.

Dehydration occurs when more fluid is lost than consumed in the body. Other than thirst and a dry mouth, dehydration in toddlers can lead to an array of lethargic symptoms, including tiredness, headaches, poor concentration and irritability. Toddlers may not recognise the early signs of thirst or dehydration themselves, or be able to communicate them to others, which is why practitioners and parents need to be aware of the early signs. An easy why to monitor toddler hydration is to check the colour of their urine. If well hydrated, it should be a pale straw colour but if it appears darker then toddlers should be encouraged to drink more. A lower number of wet nappies or toilet visits compared to normal could also be a sign of dehydration. Dehydration can also contribute to constipation, because a high percentage of stool weight is water. Toddlers who do not drink enough can develop hard stools that are difficult to pass. Constipation can cause

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Hydration tips It is important to not only encourage toddlers to drink regularly throughout the day, but also to ensure that the drinks they are consuming are good for their overall health.

The best drinks to give toddlers between and during meals and snacks are water and milk, as they do not damage toddlers’ teeth. From the age of one, toddlers should be offered drinks in beakers or cups instead of bottles are continued bottle-sucking can become a difficult habit to break and eventually have an impact on both their teeth and speech development. Toddlers need less milk than they did in their first year of life. Milk does not damage teeth but should be limited to three drinks a day or less if they are eating plenty of dairy products such as yoghurt and cheese.

Although all types of cows milk contain the same amount of protein, calcium and other nutrients, semi-skimmed milk contains less vitamin A and less energy, or calories, than whole milk. From 12 months onwards, children should be given whole milk as the vitamin A helps support their immune system. From 24 months onwards, children can switch to semi-skimmed milk if they are eating well and have a balanced diet. Sugary drinks such as fruit juices and squashes should be avoided as they can cause dental cavities. They should be well diluted – one part juice to 10 parts water – and limited to mealtimes only. Most sugary drinks, including fizzy drinks, are acidic which also dissolves the enamel on toddlers’ teeth. Tea and coffee are unsuitable for toddlers as they can reduce iron absorption and increase the risk of anaemia.

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

The Infant & Toddler Forum is supported by an unrestricted educational grant from Danone Nutricia Early Life Nutrition. The views and outputs of the group, however, remain independent of Danone Nutricia Early Life Nutrition and its commercial interests.

COMPETITION

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