Under 5 March 2020

Under 5 WIN

the magazine of the early years alliance March 2020

of A bundle e h Mizzie rtoo Kanga rth toys wo0 ÂŁ10

Equality in the early years Challenging stereotypes

EYFS: a guide to the changes Getting ready for new ELGs

The whole tooth Promoting oral health

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contents 4

News round up

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

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My Under 5

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Letters to the editor

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Starting a toothbrushing progamme

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

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Under 5 readers share their views on the early years sector

The Oral Health Foundation explains how you can introduce oral hygiene to children in your setting

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Ready to renew?

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Are parents your best promoters?

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Seeing the whole child

A guide to renewing your Alliance membership Harnessing the power of parent influencers in your setting How to welcome children with vision impairment into your early years provision

20 Managing asbestos safely

What to do if there is asbestos present on your premises

24 Coronavirus: what you need to

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know

Information and advice for preventing the spread of the virus

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26 EYFS reforms: a guide to the changes

Melanie Pilcher, quality and standards manager at the Alliance, explains what is changing

28 A pain in the back?

Taking care of your back while working with children

29 Supporting children through loss

How you can help grieving children in your setting

30 Tell me a story…

Ideas for revamping your book corner and story time for World Book Day

32 Cream of the crop?

Which plant-based milk alternatives are the most suitable for children?

WELCOME & CONTENTS

welcome

Welcome to Under 5 Sunday 8 March is International Women’s Day – a day to celebrate the achievements of women and a call for gender equality across the world. This year’s event explores the theme of #EachforEqual and is calling on participants to actively challenge stereotypes in their everyday lives. Collectively, these small steps can make a big change – particularly for those working with young, impressionable minds in the early years. If you’re interested in challenging gender stereotypes in your setting, we have spoken to the team at Gender Action, a new project aiming to change the way children think about traditional gender roles (page 22).

This month also includes the very popular World Book Day – which takes place on 5 March. If you’d like to revamp some of your reading and book-themed activities, we’ve got some fun ideas from Alliance quality and standards manager Melanie Pilcher (page 30).

If you’re celebrating in your setting, we’d love to hear all about it so please do send over your World Book Day pictures to editor.u5@ eyalliance.org.uk for our My Under 5 section.

With Easter just around the corner, and all the sweet treats it usually brings, this issue also feels like the right time for a reminder of the importance of teaching children about taking care of their teeth. The proposed changes to the EYFS included the introduction of a requirement to promote good oral health in early years settings.

With this change likely on the horizon, we’ve spoken to the team at the Oral Health Foundation about how you can help children keep their teeth healthy in your setting (page12).

The past few weeks have also seen a number of our members and readers concerned about the outbreak of covid-19 – better known as the coronavirus. While at the time of writing, the risk to the public remained low, we know that early years providers are well placed to help give their families the reassurance and advice they need. We’ve got all the latest information on how you can help with basic hygiene and accurate information (page 24). If anything changes after this issue has gone to press, we’ll be keeping our main blog post on the topic up-to-date at eyalliance.org.uk/ coronavirus so you’ll have all the information you need.

This issue also marks the start of one of the Alliance’s busiest times for membership and insurance renewal. If your membership is due for renewal, make sure you check our handy guide (page 14) to make the process as smooth as possible.

As ever, please do keep sharing your good news stories for our My Under 5 section and views for our Letters to the editor page. You can reach us at editor.u5@eyalliance.org.uk.

Rachel Lawler, editor

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in brief...

SCREEN TIME: Children who have more than three hours of screen time a day are less physically active than those who spend an hour or less watching screens, according to a Lancet Child Health study.

Gavin Williamson remains in post at DfE

round-up Children face “an uncertain future” according to World Health Organisation Today’s children are facing an “uncertain future” thanks to climate change and growing health concerns, according to a new report from the World Health Organisation (WHO).

The report, A Future for the World’s Children?, argues that few countries have made much progress towards the ‘sustainable development goals’ set in 2015 and no country is able to offer both a sustainable environment and a healthy childhood for its children.

The report cites “climate change, ecological degradation, migrating populations, conflict and pervasive inequalities” as threats to the health and future of children in every country. It also highlighted the threat from “predatory commercial practices”, such as fast food marketing, to children’s health.

The UK was ranked in 10th place in the list of countries supporting children to “flourish”, behind Norway, South Korea, Netherlands, France, Ireland, Denmark,

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Japan, Belgium and Iceland.

The WHO has called on governments to “ensure children receive their rights and entitlements now and a liveable plant in the years to come”.

Dr Tedros Adhanom Ghebreyesus, director general of the World Health Organisation, commented: “This report shows that the world’s decision makers are, too often, failing today’s children and youth: failing to protect their health, failing to protect their rights, and failing to protect their planet.

“This must be a wakeup call for countries to invest in child health and development, ensure their voices are heard, protect their rights, and build a future that is fit for children.”

Join us at this year’s conference to explore how we can create a better, kinder and happier world for future generations.

Find out more and register to attend at bit.ly/WeCanEYA.

Gavin Williamson is to remain in his post as education secretary, following a cabinet reshuffle last month.

Nick Gibb has also retained his role as schools minister, but at the time of writing, it was not yet clear whether or not his remit will still include responsibility for the early years.

Elsewhere at the Department for Education, Michelle Donelan was promoted to minister of state for universities, while Vicky Ford replaced her as parliamentary under secretary of state for children and families.

The wider reshuffle saw former chancellor Sajid Javid resign his role, just a few weeks ahead of this month’s Budget. He was replaced by former chief secretary to the Treasury Rishi Sunak.

Universities minister Chris Skidmore and business secretary Andrea Leadsom also left their respective roles.

Neil Leitch, chief executive of the Alliance, said: “At a time of great challenge for the early years, we hope that Mr Williamson will be actively involved in discussions about the future of the sector, particularly ahead of this year’s Budget and Spending Review.

“All too often, education is seen as something that starts at the school gates. As such, we look forward to continuing to work with the education secretary, demonstrating to him the value of the early years and making the case for greater government support and investment going forward.”

FOOD POVERTY: 18% of settings say they have set up their own food bank for families as 29% report children arriving to sessions hungry in a survey by daynurseries.co.uk

FUNDING CUTS: Ofsted’s Amanda Spielman has warned that funding cuts have forced schools to narrow their curriculum in a since-deleted blog post.

One in six eligible families takes up tax-free childcare offer Eligible families are not accessing the government’s tax-free childcare offer because they have not heard of the scheme, according to research commissioned by HMRC. The latest statistics from HMRC show that just one in six eligible families are using a tax-free childcare account, with just 204,950 families accessing the offer – compared to the 1.3 million estimated to be eligible for the offer.

Many of the eligible parents surveyed as part of the research into low take-up of the offer said that they were not aware of the offer before the survey. Some parents also had issues understanding how the scheme worked and how it differs to other funded childcare schemes. Some eligible parents also told the researchers that they were using childcare vouchers or the 30-hours scheme instead and did not need to use tax-free childcare.

The researchers also found that some eligible parents felt that the scheme was not generous enough and that was why they hadn’t signed up. A “small minority” of parents had not signed up as a result of “technical difficulties” during the application process.

One parent told the researchers: “Nothing like this is simple when it comes to applying for it. Things like this usually take forever and if you got it, would it be worth it? If it means I end up saving £10 a month, it’s not life changing is it?”

Another said: “I think the amount of effort it took to do the 30 free hours kind of put me off […]. The hoops I would have had to jump through, for the limited amount that I would have needed it, it meant I didn’t bother to apply.”

Neil Leitch, chief executive of the Alliance, said: “Tax-free childcare has been a flawed policy from the very beginning. At its core, it’s completely

regressive, as the more money a parent can afford to save towards childcare, the more support they receive from government. Add to this the seemingly endless technical glitches the scheme has suffered since its inception, and now the fact that less than one in six eligible families are actually using a taxfree childcare account, and it’s clear that the government needs a complete rethink of its childcare policy priorities.

“At a time when the so-called ‘free’ childcare offers are crying out for increased funding, it beggars belief that the government is continuing to plough money into a scheme that is reporting continually low levels of take-up, and that offers minimal benefit to the families that need the most support.

As such, we urge the government to undertake an urgent review of this policy, and seriously consider whether this is money that would be better spent elsewhere.”

EYFS reforms could lead to a “tick-box” approach, Alliance warns The Alliance has warned that proposed changes to the EYFS could result in a “tick-box” approach to early assessment, in its response to the government consultation on the issue.

The consultation sought opinion from across the early years sector on the government’s proposed reforms. The reforms include changes to the early learning goals (ELGs) and the educational programmes. In its response, the Alliance has expressed concerns that the proposed new ELGs could be viewed as “a series of bullet point statements”, which could inadvertently create a “tickbox approach to EYFSP assessment”.

The Alliance’s response outlines a number of other concerns about the proposed reforms, including: A lack of focus on the learning and development of younger children – despite the fact that the EYFS covers children from 0-5 – due to an emphasis on preparing children for Year 1.

A lack of reference to how best to

support the learning and development of children speaking English as an additional language and children with additional needs and/or disabilities.

The reduction of the number of Communication and language ELGs from three to two.

The removal of space, shape and measure from the Mathematics ELG.

Education to listen to the concerns of the sector, genuinely engage with the consultation responses and rethink its planned changes ahead of roll-out. If we are going to make changes to such a fundamental aspect of early years education, we need to make sure those changes are positive ones.”

Neil Leitch, chief executive of the Alliance, said: “Instead of focusing on how best the early development of all young children can be supported, these changes indicate a clear shift towards a narrow, tick-box approach to both learning and assessment. Such a move risks encouraging both early years practitioners and reception teachers to ‘teach to the goals’ rather than developing and maintaining a broad, child-centred approach, underpinned by a commitment to learning through play – practice that we as a sector know is best for supporting early development.

“We urge the Department for

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More than eight in 10 local authorities have closed children’s centres

Early years staff leave sector over pay

More than eight in 10 local authorities saw a fall in the number of children’s centres between 2010 and 2019, according to government figures analysed by the Alliance. The figures were published by children and families minister Michelle Donelan in response to a parliamentary question from shadow education secretary Angela Rayner.

The Alliance’s analysis shows that more than a third of local authorities have seen the number of children’s centres in their area cut by more than 50%. Only two local authorities saw any increase.

The five worst affected areas in terms of the number of net children’s centre losses are:

Low salaries and poor pay progression are forcing staff out of the early years sector, according to a new report from the National Centre for Social Research (NaCen). Produced with support from the Nuffield Foundation, the report found that the early years sector is struggling to recruit and retain staff due to low pay, the status of the profession and inadequate qualifications.

Poor pay was cited as a problem both in attracting quality candidates and retaining current staff. Staff said that current pay levels were “incompatible” with the demands of their role. Single-earner families were likely to choose a better paid profession so that they could support their family while graduates were likely to opt for a better paid sector. Some ‘high quality’ practitioners saw the early years as a back-up option compared to reception or primary teaching roles.

The report calls for the government to review training qualifications for the sector and to ring-fence funding for training and professional development.

Neil Leitch, chief executive of the Alliance, said: “The first five years of a child’s life are absolutely vital to their long-term development, and yet this isn’t remotely reflected in the pay or recognition that the professionals who support this pivotal stage of early life receive.

“Every day we hear of more and more talented, passionate practitioners choosing to leave the sector for roles with less stress and more pay. How can we continue to provide the best possible care and education to young children if we are increasingly unable to attract and retain the high-quality workforce needed to do so?

“For far too long, we’ve relied on the goodwill of early years practitioners to keep them in the sector, when what they need – and deserve – is to be able to progress in their careers, to know that they are valued and respected, and crucially, to be paid a decent wage.

“For this to be possible, the government needs to commit to better investment into the early years, and to a comprehensive and meaningful long-term early years workforce strategy. This is simply not an issue that ministers can afford to drag their feet on.”

Dr Sara Bonetti, director of early years at the Education Policy Institute, collaborator on the report, said: “This new research provides further evidence of a low-paid and undervalued early years workforce. If the government is serious about levelling up outcomes in education, it needs to look closely at how it supports those working with children at this crucial stage in their lives.”

Local authority Essex Staffordshire Birmingham Oxfordshire Derbyshire

Children’s centres in 2010 85 54 75 45 54

Children’s centres in 2019 19 8 34 8 21

Total reduction 66 46 41 37 33

Percentage reduction 78% 85% 55% 82% 61%

The six worst affected areas in terms of percentage of net children’s centres losses are: Local authority Gateshead Harrow Trafford Staffordshire Luton St Helens

Children’s centres in 2010 15 16 16 54 23 12

Children’s centres in 2019 1 2 2 8 4 2

Total reduction 14 14 14 46 19 10

Percentage reduction 93% 88% 88% 85% 83% 83%

The Alliance has called on the government to “get its act together” in response to figures.

Neil Leitch, chief executive of the Alliance, said: “We know that children’s centres play a vital role in supporting children and families – and particularly those from disadvantaged backgrounds – but, for all the government rhetoric about the importance of supporting social mobility, this is a policy area that has been completely neglected for years now.

“Given the total lack of clear strategic direction from government, alongside severe and sustained funding cuts, it is no surprise that many children centres have been forced to close their doors – and yet, it is still shocking to see the sheer scale of centre closures that some areas have endured over the last decade. It beggars belief that such a vital source of help and support for families has effectively been abandoned. The government needs to get its act together, commit to investing substantially into children’s centres, and ensure that all families have access to the early support services that they need.”

Duchess of Cambridge shares early childhood survey The Duchess of Cambridge has conducted a survey on early childhood in a bid to “build the healthiest generation in history”. The “5 Big Questions” survey asked adults living in the UK, to share their thoughts on five early childhood topics. Ahead of its closure last month, the survey had already gathered more than 200,000 responses.

Neil Leitch, chief executive of the Alliance, said: “We know that the first five years of a child’s life are absolutely pivotal to their long-term learning and development so it is

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fantastic to see the Duchess of Cambridge highlighting the importance of early childhood.

At a time when the needs of the child is so often overlooked, we warmly welcome the fact that ‘Five Big Questions’ focuses on how best to ensure all children, regardless of background, are able to grow up happy and healthy. With so much debate currently taking place about how best to support children in their earliest years, we hope that the Duchess’s efforts to start a national conversation will prove a success.”

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Valentine’s D

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t Children at An gels Nursery in Meanwoo Valentine’s D d, Leeds, ce ay last month lebrated w ith a series of exploring frien themed activ dship and ki ities ndness. The using heart-sh children mad aped cookie e co okies cutters and ro decorate them lled out red ic . The cookie in g sugar to s were then help raise m sold to family oney for the and friends to ch ar ity , St arlight, which with life-thre atening illness supports child es. ren

Outstanding success

-school is celebrating Teynham Community Pre nding’ at its latest Ofsted after being graded ‘outsta inspection in a row rth inspection. This is the fou rded the ‘outstanding’ awa that the setting has been ised the setting’s pra judgement. The inspector icated” staff team and ded “extremely passionate and to ing” experiences offered the “enthralling and fascinat n’s highlighted the childre the children. The report also understanding of healthy and “impeccable” behaviour eating wellbeing.

A fresh start Little Villagers Pre-school in Windlesham, Surrey, has marked the opening of its new premises with an official opening ceremony, attended by the Mayor of Surrey Heath, councillor Robin Perry. Parents, staff and representatives from local schools all attended the event and enjoyed a selection of commemorative cakes to mark the occasion. Children from the setting were also treated to a visit from children’s entertainer Jelly Kelly.

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Fundraising fun

Children and familie s at Lexden Lodge Kindergarten in Co a massive £1,000 lchester have helpe for the neonatal un d to raise it at their local Colches raised through a va ter Hospital. The fun riety of events, inc ds were lud ing children’s partie singsong. Mahila Sa s, raffles and a Ch marbakhsh, principa ris tmas l at the setting and presented the funds manager Angela Mc to Karen, a senior Quitty nurse at the unit.

Outstanding Ofsted

Cambridgeshire, is based in Wisbech, sted Murrow Pre-school, ding’ in its latest Of ing graded ‘outstan owledge kn celebrating after be g din an tst “ou r praised the staff’s cto pe ins e Th . on inspecti and the manager’s and learning needs” r at of children’s interests ndy Hopkin, manage of enthusiasm”. We ve ha “exceptional levels to r ge na ma proud ted: “I am one very been ve the setting, commen ha uld wo de d this outstanding gra an m tea tic tas fan such a them.” impossible without

Three in a ro

Good going for Little Palms Staff and children at Little Palms in Torquay are celebrating after being awarded “good” in their latest Ofsted inspection. The inspector praised the “carefully planned environment” and said: “Children develop very good levels of independence and staff help them to build confidence to manage everyday tasks for themselves. Sascha Burton, manager at the setting, said: “I am extremely proud of the nursery team, and the children and families. The nursery staff work incredibly hard to provide high-quality care and education at the setting, and we will continue to maintain and build upon the good practice that Ofsted has highlighted in its report.”

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Buttsbury Pr e-school in B illericay has in its latest in been graded spection – th ‘outstanding e third time in ’ this grading. a row it has ac Julie Crosby, hieved business man commented: ager at the se “We believe tting, this judgemen of our wonde t is due to the rful team of pr ha rd work ofessionals w high quality ho share the care, with at pa ss ion for te ntion to deta to ensure ou il. We have w r children co or ke d tir elessly nt inue to receiv education an e outstandin d are ecstatic g ca re an d that this has been recogn ised.”

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 Sector struggles I have a big questions which I don’t know if anyone has the answer to: do we have any MPs fighting our corner?

I continue to read all these articles telling us in the early years sector what we already know and is devastatingly true. But how much of this is actually getting through to the government? Is there any hope for us and the children we care for?

Helena Meineck, via Alliance Facebook page The early years miracle?

[BBC Radio 4 Analysis: The Early Years Miracle] was an interesting programme and it was good to hear Neil Leitch speaking about the complexities of early childcare. To quote my mum: “One coat doesn’t fit all!”

We need to examine the relationships between economic restraints and possibilities. Most of all, we need to examine the government’s perception of the value of investing in care – both for adults and children.

Mary Tutaev, via Alliance Facebook page

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’.

TOP TWEETS @Sandra_Mole Finally got round to listening [to BBC Radio 4’s Analysis – The Early Years Miracle] Neil Leitch is a new hero… “Let parents be parents and children be children!” Whoever is caring for children should be paid at a level representative of the monumentally important job it is – what this generation has lost is CHOICE! #earlyyears #parenting

@HelenMoylett “It beggars belief that such a vital source of help and support for families has effectively been abandoned. The government needs to get its act together…” Neil is so right – this is so wrong!

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Stay in touch Make sure you stay up-to-date in between issues of Under 5 by signing up to our fortnightly newsletter.

Sign up online at eyalliance.org.uk/sign-email-updates-alliance. www.facebook.com/EYAlliance @Under5mag @EYAlliance

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Trustee election results I am delighted to announce that the following members have been elected to serve on the Board of Trustees of the Early Years Alliance with effect from 1 March 2020: Keith Appleyard Sandra Joanne Blank Christine Cheshire David Gilbert Lisa Maidment Simona McKenzie Lorna Pendred Sarah Presswood Sophie Ross Raymond Smith Claire Stebbings Members met the Elected Trustees (Board in Waiting) at the charity’s National Alliance Connect meeting held on Saturday 30 November 2019.

The new trustees were formally ratified by members at the Annual General Meeting held on Wednesday 29 January 2020.

Thank you for your contribution to this important process.

The new board is looking forward to hearing your views and representing your interests over the next three years.

Neil Leitch, Alliance chief executive

Starting a toothbrushing programme Dr Nigel Carter, chief executive of the Oral Health Foundation, explains how to introduce oral health activities in your setting

T

he benefits of getting children into the right habits from an early age are invaluable. The sooner young children develop positive oral health habits, the easier it tends to be to maintain them as they grow older.

Unfortunately, many children struggle with their oral health. This can be due to poor brushing habits, too much sugar in their diets or not visiting the dentist often enough. Childhood tooth decay can be a painful and stressful challenge to overcome. Many children find that they need to have teeth extracted in hospital – this sometimes even happens before their fifth birthday.

Yet tooth decay is avoidable in most cases. Maintaining a healthy mouth is relatively easy and great oral health should

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never be out of reach. Parents and early years practitioners can play an integral role in making sure this is possible. Any activities and education that children gain at your setting can provide great support to parents who introduce oral health to children at home.

Brushing better together Brushing is one of the most important skills a child can learn at an early age. Don’t fall into the trap of thinking that baby teeth aren’t important because they will fall out anyway at some stage. In the early years, children will need a helping hand to clean their teeth – as soon as you feel that they can do it themselves, you should let them take over.

There may be times that children lose

motivation or interest in brushing their teeth. Once the novelty has worn off, there are ways to reignite that interest. Early years settings can help by offering group brushing sessions – during which children should always be supervised.

Making these sessions a regular occurrence and monitoring their progress with reward charts is a great way to make sure that they begin to understand how to achieve a healthy mouth.

Joint approach If parents are struggling to keep children motivated to brush properly at home, you can suggest that they them pick out their own toothbrushes and toothpaste. Many children’s brushes are branded with popular characters that will help spark their interest.

HEALTH

For toothpaste, it’s important to check that it contains the right amount of fluoride.

For children up to the age of three, toothpaste should contain a fluoride level of at least 1,000ppm. After that, they should be using toothpaste that contains 1,350-1,500ppm. Most products will be labelled with the age range that they are suitable for.

When practising bushing, make sure that children are cleaning their teeth for the right amount of time. Just like adults, children should brush for around two minutes. This may seem a little daunting but by making brushing an enjoyable experience, the routine should be hassle free. Games and songs are a great place to start. Advancements in technology mean that parents can even find mobile apps they can use to brush along to in time with their favourite song or as part of a game.

In time, with the right messages being reinforced at home and in your setting, toothbrushing will become a natural part of their everyday routine. To be on the safe side, it’s recommended that children are supervised while brushing their teeth until they are at least seven.

Mealtimes While essential to any good oral health routine, brushing isn’t where the story ends. Nutrition has a massive influence on how a child grows and develops – this absolutely includes the health of their mouth.

It’s important to build on group brushing sessions by introducing healthy foods, snacks and drinks to young children.

Get children used to having pieces of fresh fruit and raw vegetables as snacks. Explain to them why it’s better to avoid sugary treats, especially in between meals, to help prevent tooth decay. Any sweet treats offered should only be given during mealtimes alongside other foods. This is because each time that a child eats or drinks something sugary, their teeth feel the effects for around an hour afterwards, leaving them vulnerable to dental erosion and tooth decay in this time.

A healthy, balanced diet is essential in preventing tooth decay. Still water and milk are the best drinks any of us can have, but they are especially good for young and developing bodies. Sugary drinks should be avoided, including fruit juices.

It’s also important to encourage parents to avoid getting into the habit of giving children

sweets as a reward for good behaviour.

The long-term effect of frequent sugar consumption can be very damaging to a child’s health, so encourage them to avoid it as often as possible.

Making friends with the dentist There is no reason why visiting the dentist cannot be a pleasant and enjoyable experience. It is much better for children to see dental appointments in this way, rather than as something to dread. Every child should have their first check-up at the dentist before their first birthday.

Early years providers can help give children a positive experience of dentists by inviting a couple of members of a local practice for a visit. Dentists and dental nurses usually will be more than happy to give up an hour of their time to educate children on healthy lifestyles and keeping a healthy mouth. Brushing demonstrations, Q&A sessions and quizzes are just some of the activities they may be able to help you with in your setting.

Many parents know that there is nothing worse than having to drag a child kicking and screaming to the dentist when they are

in pain. Giving them a positive experience with dental professionals at a young age will make it far less likely that they will fight against future appointments. This is why you should also encourage parents to take children along with them to their appointments. They can show them that there is nothing to be worried about. This will have a huge impact on how children perceive dental appointments both now and in years to come.

More information The Oral Health Foundation has produced a ‘Dental Buddy’ programme, which offers a series of educational resources for early years settings. This includes activity sheets, lesson plans and interactive presentations. It can be a valuable tool for educating children about oral health. Visit www.dentalhealth. org/dentalbuddy to find out more.

Alternatively, the Oral Health Foundation offers a free Dental Helpline, which you can contact to gain confidential and impartial advice from a team of oral health experts.

Contact the Dental Helpline on 01788 539780 or email helpline@dentalhealth.org.

“While essential for dental health, brushing isn’t where the story ends.”

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MEMBERSHIP

Ready to renew?

Make sure you are ready to renew your Alliance membership with our handy 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 haven’t received a pack, please get in touch with us at 0207 697 2595 or membership@eyalliance.org.uk. . Make sure your details are 2 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. . Consider direct debit 3 payments There are a number of ways to pay for

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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 your 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 or 020 7697 2595. . Check out the latest member 7 benefits Make sure you’re getting the most out of

your membership. In the past 12 months we have: answered more than 8,000 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 80 mini-guides, templates and other free resources For more information on these exclusive benefits, visit 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 at www.elto.org.uk.

EDUCARE

Are parents your best promoters?

How you can harness the power of social media to help promote your early years business

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e all recognise the huge challenges across our sector – from shortfalls in ‘free entitlement’ funding to increasing staff and business costs including rises in the national living wage and increases in business rates.

For many small and medium-sized providers, these changes can make it even tougher to breakeven every year. It becomes even more important to keep families registered with you while attracting new registrations.

Proactively marketing your service rather than relying on word of mouth or an occasional open day will help to maximise every opportunity available to reach new families in your area.

Most of us think that marketing is simply about selling products or services, but this is only a small part of the picture. Successful marketing will allow you to better understand your customers and for providers, this means parents and carers and, most importantly, children in your care. By getting closer to what they like (and dislike) about your service— you can continually improve what you do. It also gives you a competitive edge over other local providers.

Parent power Digital communication has transformed how people communicate and seek out information. Most people enjoy social media, mobile technology and regularly use the internet to be reassured or find out more about specific products or services.

You should therefore always include digital elements in your childcare service marketing plan.

As well as reaching your families in the right way to promote what you do, marketing is also about creating authentic connections.

Marketing approaches have changed significantly in recent years. What you share or communicate nowadays is more subtle, relatable and emotional. It’s also more about encouraging customers to find you, rather than you going out to look for them.

That’s why there’s been such huge rise and popularity of roles such as ‘bloggers’, ‘YouTubers’ and ‘influencers’ over the past five years.

Recommendations and reviews from friends, peers or well-known celebrities are hugely relevant – mostly across social media and digital platforms in influencing people’s choices.

Parents as influencers In the past, it was largely word of mouth – mostly shared at the nursery or pre-school gates. With so many parents now online sharing their views across social media or through favourable reviews on reputable childcare platforms – parent formal (and informal) networks are huge and getting much bigger.

Parents often share their personal experiences of childcare with others.

We know that this directly influences choices made by these parents and their subsequent choices.

For many parents, particularly those families who may have just moved into an area without any established social networks, it can be difficult to find exactly what childcare they want. There are so many choices or options available.

Many parents are therefore reassured by personal recommendation by other parents who can relate to their experience. If personal recommendations aren’t always possible, online testimonials, social media posts and positive reviews by parents are very

persuasive and the next best thing.

That’s why encouraging parents using your service to share and leave positive reviews and recommendations about your service on reputable childcare search engines, on social media including your Facebook business page is integral and should be a priority in your marketing plan.

For this reason, childcare providers most important ‘influencer’, aside from happy children in their care, are parents and carers currently registered at their service.

Perfecting your presence If a parent is a looking for local childcare, they are most likely to start that search online — whether they are starting from scratch or undertaking some follow-up research after receiving a nice recommendation from a parent friend.

It’s important you have a professionallooking online presence that showcases the best of what you do and you can be found on easily when searched. You must have an awareness of where parents search online for childcare and make sure your childcare service appears there or you’ll lose out to your competition.

This may include: via a search engine such as Google childcare search engines such as daynurseries.co.uk or childcare.co.uk a local authority website a local family information service social media such as Facebook

Find out more This is just one way to market your service and attract new parents to register with you, our new CPD-recognised bundle, Social media and marketing for your early years business at eyalliance.org.uk/besustainable.

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Seeing the whole child Karen Hirst, specialist development officer at the Royal National Institute of Blind People (RNIB), explains how you can help welcome children with visual impairment into your early years setting

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wo in every 1,000 children in the UK have vision impairment, according to the RNIB. These children need special arrangements to access the physical environment or take a full part in EYFS activities. It’s likely that many practitioners in the sector will not have met, let alone supported, such a child before.

Although the numbers are low, having a vision impairment (VI) can present significant challenges to a child’s learning and development. So it’s critical that the right support is in place from day one. Specialist

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help is available from your local authority’s Visual Impairment Service, which will work with you and the family to provide advice and practical solutions throughout the child’s time at your setting.

the QTVI is likely to have been working with them since their diagnosis.

Each child is an individual and their needs will therefore be unique, but here are some ideas to help get a child settled into their new environment:

Getting started A qualified teacher of children with visual impairment (QTVI) will be able to talk you through the child’s specific requirements and help you introduce them to the setting. Most children will have had VI from birth or will have been diagnosed within the first year of life –

Use the child’s name when you start to talk to them. Until they learn to recognise your voice, introduce yourself as well: “Hello, Jack, it’s Clare. I’ve come to play with the cars as well.” Use other children’s names when talking so that the child with

SEND

VI isn’t confused by instructions meant for someone else.

Apply all your usual safety considerations but pay particular attention to hazards that a child with VI might encounter – for example, by keeping doors wedged open or firmly closed so they don’t walk into the edge or trap fingers when feeling their way around.

Where possible, keep the floor clear of toys and other obstacles and encourage the child to feel with their hands and toes so they learn to move around confidently and safely.

Adjust lighting and sound levels to the child’s needs – their QTVI will be able to help you with this.

Use words that relate to vision. It’s okay to say: “Look at me” or “Shall we see how fast this car goes?”

Allow the child to become familiar with the new setting at their own pace. You can help them develop confidence by: providing a quiet home base within the setting where they feel safe keeping toys within easy reach and in a consistent place that is easy to find encouraging them to learn key routes around the setting when they are ready

Making friends Vision impairment can have a profound effect on a child’s ability to interact socially as many social cues can be missed. Understanding how to read other people’s feelings and respond appropriately needs to be actively taught to a child with VI. The QTVI will be able to offer strategies you can use to help the

child develop their social and communication skills but in the early days ensure they are encouraged to play alongside lots of different children and are given plenty of opportunities to enjoy a range of experiences.

Play and development A child with VI needs the same opportunities to play and learn as a sighted child. Specialist materials are often not necessary. Speak to the QTVI about colour, contrast, lighting and whether the child sees better from one side or if objects should be presented in a particular position. Here are some simple things you can do to support meaningful play: Create a clear, limited ‘play space’ for the child. A secure, familiar base will help them locate and reach toys. A space with a defined edge, like the sand or water table, also helps them manage their play environment.

If objects roll out of reach, take the child to the object, rather than passing the object to them.

Encourage the use of hands to explore toys and other objects but also allow the child to use their mouth and feet if they want to.

Keep language short and simple to describe what the child is doing and any cause and effect that takes place during play.

Encouraging outdoor play The benefits of outdoor play for all children are well documented but, for a child with VI, it can also provide the opportunity to develop

mobility and independence skills that will become invaluable as they grow older.

The family may also be working with a Qualified Habilitation Specialist or similar professional who will teach the child to understand space, size and distance, actively use listening skills to locate things around them, learn balance, build confidence in their physical abilities and develop environmental awareness so they can travel independently when they are older.

What should I do if I have concerns about a child’s vision?

Early years practitioners are in a unique position, spending time with children as they practice using their vision in new ways to learn and develop different skills. If you notice anything unusual in how a child looks at different objects, a gentle chat with parents to suggest that they make an appointment to see their GP or have their child’s eyes tested, will ensure that any potential issues are identified as early as possible.

Seeing the whole child Children with VI deserve high quality early education to help them become independent learners and reach their full potential. Getting the right support in the early years gives them the best chance to thrive and make progress alongside their sighted peers and have the confidence to face future challenges.

More information You can more advice in RNIB’s Focus on Foundation booklet, which is a comprehensive guide to including children with VI in early years settings. It is available to download from: www.rnib.org.uk/focus-on-foundation.

NEW Social Media and Marketing for your early years business bundle!

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LAW-CALL

Is it reasonable?

The legal team behind Law-Call, a 24-hour legal helpline available to all Alliance members, explains the rules around ‘reasonable adjustments’ for disabled employees

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he Equality Act 2010 sets out a legal duty on employers to make ‘reasonable adjustments’ for disabled employees or job applicants who are disabled.

The Equality Act also applies to workers who are not classed as employees.

Reasonable adjustments should remove or minimise any disadvantages experienced by disabled people. You should make sure that your policies and practices do not put disabled people at a disadvantage.

The duty to make reasonable adjustments arise when: 1. An employee or job applicant has informed you they have a disability and they would like adjustments to be made to their job role.

2. You are made aware that the employee or job applicant may have a disability.

3. The employee finds it difficult to perform their duties under their contract.

4. The employee has been on sick leave due to their disability.

The most common reason that early years settings contact Law-Call over this is when an employer is asked to make reasonable adjustments to help an employee return to work after a period of sickness or an employee has taken long-term sick leave. In both scenarios, your setting should follow its sickness policy and procedure.

Welfare meeting Depending on your procedures, you will usually need to invite the employee in to the office for a formal welfare meeting to discuss their disability and ascertain when, and if, they will be returning to work. You should also explore in this meeting the particular aspects of their work that they are finding difficult as a result of their disability and what adjustments

they are seeking and how these will help them.

You will then need to consider whether the adjustments they are asking for are reasonable.

Ahead of the meeting, you may also wish to consider whether the employee needs any adjustments to help them attend.

After detailed consideration of the employee’s health condition, you may have to consider obtaining a medical report before implementing any adjustments. You should schedule a follow up meeting with the employee to discuss the outcome of their medical report.

when assessing the reasonableness of any adjustments requested:

Implementing the changes

Recruitment

Reasonable adjustments do not need to be expensive and can be made a little or no cost to your early years business. Here are some examples of reasonable adjustments that can be made:

You can ask a job applicant if they require any reasonable adjustments to be made during the recruitment process. For example, a job applicant may need extra time to undergo a written assessment due to a learning disability. You can also ask whether they need any adjustments to help establish whether the applicant will be able to carry out the job role. You may also use this to monitor equality and diversity in your team.

However, you cannot ask about the health of a job applicant before making a job offer. This applies to asking questions about the health of an applicant directly or asking their previous employer through a job reference and asking the applicant about any sickness absence related to their disability. You can only ask an applicant health-related questions pre-employment in limited circumstances.

If the employer fails to make reasonable adjustments, the employer or job applicant may wish to take them to an Employment Tribunal for failure to make reasonable adjustments. If successful, they may be awarded compensation.

Employee does not take part in any heavy lifting, such as picking up children.

Employee is allowed to undertake light duties such as working in the office.

Providing the employee with a special chair to help alleviate their back problems.

Adjusting the employee’s duties, such as reallocating some children to other members of staff.

Changing working hours for an employee who has depression and/or anxiety to give them greater flexibility.

Allowing for a phased return to work after a period of sickness.

Providing a ramp for an employee with a wheelchair.

Providing information in an accessible way, such as in braille or in a large print.

Employers are entitled to consider the reasonableness of the adjustments. The following needs to be taken into account

1. The degree to the adjustment will alleviate the employee’s disadvantages.

2. The extent to which the adjustment is practical.

3. The financial and other costs of making the adjustments and the extent to which it would disrupt your business activities.

4. The financial and other resources available to you.

5. The nature and size of your business.

Find out more This article does not constitute legal advice.

We advise Alliance members to call LawCall for detailed guidance tailored to your circumstances. You can find their contact details in the members’ area of the Alliance website at eyalliance.org.uk/members-area.

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Managing asb Is there asbestos in your setting’s building? Helen Ratcliffe, asbestos policy, health and chemicals unit at the Health and Safety Executive, explains how to manage it safely

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sbestos is the single biggest cause of work-related deaths in Britain, responsible for around 5,500 deaths every year. That’s more people than are killed on the roads each year. When materials that contain asbestos are damaged or disturbed, fibres are released into the air. Inhaling these fibres can cause serious diseases.

Asbestos-related illnesses take many years to develop, so those suffering today were likely exposed many years ago. Although it was banned in 1999, many existing buildings still contain asbestos – so we all need to be careful to prevent any further exposure to this material and prevent future health concerns.

Remember that the workers most at risk from asbestos exposure are joiners, plumbers, electricians and maintenance workers who frequently carry out work that disturbs the fabric of a building.

Who is responsible for dealing with asbestos?

Anyone who has any financial responsibility for,

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or ultimate control of, building maintenance or refurbishment may have legal duties to identify and manage any asbestos in the building. This is outlined in Regulation four of the Control of Asbestos Regulations 2012 and is referred to as the ‘duty to manage’, together with the client’s duties under the Construction (Design and Management) Regulations 2015 requires the planning and managing by person(s) in control of any work activity in buildings where there may be a risk from exposure to asbestos, particularly for the benefit of contractors engaged to carry out work but also to prevent risk to the usual occupants.

In non-domestic buildings built before 2000, where there is a landlord/tenant relationship, it is essential that both have a clear understanding of who will take the lead in finding out if asbestos is likely to be present and, if it is, how the risk will be managed on a day-to-day basis.

If your setting owns the building you use, then your lead manager is likely to be the duty holder.

If there is a tenancy agreement or contract, this should state who is ultimately responsible at a

senior level for managing maintenance of the building – they will also be the duty holder for asbestos management.

If you are using parts of a community or other shared facility that was built before 2000, you will need to find out who is in control and who holds the information about where there is likely to be asbestos present in the building.

You should only be comfortable using such a building once you are satisfied that someone in a position of authority has taken the steps required under the duty to manage. If your setting has any role to play in the arrangements to maintain or avoid disturbance, or report any problems about asbestos, then you must be given appropriate information, which may include a copy of the management plan.

How do I know if our building contains asbestos?

Asbestos-containing materials may be hidden in the structure of the building.

Having an awareness of asbestos and the risks associated is critical to managing it and

HEALTH AND SAFETY

bestos safely ensuring that any work that takes place is carried out safely.

The most effective way to identify if any asbestos-containing materials are present is by having an initial asbestos survey carried out by an experienced asbestos surveyor.

Alternatively, you can presume that asbestoscontaining materials are present and manage the building accordingly without a survey.

An asbestos survey will often require small samples of suspected materials to be taken for analysis. Both asbestos surveys and asbestos sampling should therefore only be carried out by competent asbestos surveyors who can demonstrate that they have relevant qualifications and experience.

There are two types of asbestos survey: A management survey – this is intended to locate the presence and condition of any asbestos which could be damaged or disturbed through normal occupancy or general maintenance work.

A refurbishment and demolition survey –

this is a more intrusive survey as its main purpose is to identify whether there are ACMs in areas where there will be more rigorous refurbishment work or demolition taking place.

If the building you are using was built after 2000, it is unlikely to contain asbestos. You should be able to request information from the architects/builders to confirm the materials used during construction.

What should we do if our building contains asbestos?

If asbestos is present in a building, a robust system must be put in place to ensure that no one is allowed to start work on the premises until they have been briefed about the location of asbestos and have demonstrated that they are competent to work safely and avoid contaminating the area.

Materials containing asbestos only present a risk when they have been disturbed or damaged, causing them to release asbestos

fibres into the air. These materials usually present little risk if they are left undisturbed and their condition is good and, as the law requires, are monitored or inspected regularly. Care should be taken to ensure that these materials are not vulnerable to damage by the building’s occupants. If they are vulnerable, then steps should be taken to have them removed safely.

Materials containing asbestos should only be left in place if they are in good condition, not vulnerable to damage and are checked by building managers regularly. No walls or boards that contain asbestos should be used for hanging pictures, posters or other artwork.

Potential ilnesses Exposure to asbestos is directly connected to several diseases, including mesothelioma, lung cancer and asbestosis.

Last year, ResPublica estimated that there are 1.5 million buildings in the UK that contain asbestos. This includes an estimated eight in every 10 school buildings.

More information For more information about how to manage the risks associated with asbestos, visit the Health and Safety Executive’s website at www.hse. gov.uk/asbestos.

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Equality in th Editor Rachel Lawler finds out how the Gender Action award is challenging gender stereotypes in early years settings

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ackling stereotypes is something educators working across all age groups have been doing for many years. Whether it is encouraging girls to try out new sports or helping boys develop a love of reading, there are many schemes focusing on ending perceived gender imbalances. But with lots of initiatives starting in secondary schools and colleges, are we leaving it too late to really challenge children’s thinking?

Gender Action is hoping to change this.

Co-founded by King’s College London, UCL Institute of Education, Institute of Physics and University Council of Modern Languages, their research draws on gender inequality across education, from a lack of girls’ participation in technical sciences to a lack of boys studying languages. The scheme looks to start challenging stereotypes with the youngest children.

Starting early “We were finding that interventions that happen in secondary schools were just

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too late. If you want to make systemic, sustainable change it has to happen early,” Georgina Phillips, recruitment and relationships officer at the scheme, explains.

“Researchers say that by the age of three, children have already embedded some lowlevel stereotypes. It really does start young.”

The scheme takes a whole-setting approach, supporting practitioners to create a more level playing field for both boys and girls. It’s a broad scheme but deliberately so as it aims to lay a foundation for future conversations.

Settings that sign up to the scheme can work through the scheme’s accreditation levels: supporter, initiator and champion. It is open to schools and early years settings, offering participants a range of resources and assistance to help them consider how they can improve their policies and practice.

But a lot of the consideration has to come from setting leaders themselves, as the scheme encourages them to identify areas of weakness themselves. “Self reflection is

really important,” Georgina explains. “It’s your setting, your environment and you know it really well.”

Challenging assumptions This self-reflection has led to some surprising realisations from participating settings. One team decided to start by observing various play areas throughout the day to see if they noticed whether any of them were particularly popular or unpopular with either gender.

“They had thought that the bikes were predominantly used by boys but they weren’t – it was actually just that the boys were a bit louder when they used them,” Georgina explains. In fact, a more or less even split of boys and girls were using the area.

Elsewhere, the same setting found that certain areas were more predominantly used by one gender. In these cases, they spoke with the children about why this was.

This opened up dialogue with the children about whether boys and girls could play

BEST PRACTICE

he early years with particular toys and gave staff a chance to explain that they could play with whatever they wanted and that there is no such thing as “girls toys” or “boys toys”.

Self-policing While of course it’s important to let children decide for themselves which toys they want to play with, it’s surprising how early children start to pick up on gender stereotypes in the world around them. “A lot of research has shown that quite often in early years settings children end up policing each other and policing themselves,” Georgina explains.

“It’s not just a case of free choice. It’s about having those active conversations with the children so that they know that it is okay to challenge things.”

Another setting involved in the scheme has been presenting children with examples to help challenge their perceptions of stereotypes through a ‘conversation box’.

The kit includes pictures of non-stereotypical characters, such as female firefighters or male nurses, to help open up conversations with the children. Practitioners ask the children:

“Do you know anyone who does these jobs?”

Involving parents in the conversation can also help extend the learning. Some of the settings involved in the project have considered opening up their training on the subject of gender to parents to help reinforce the messages at home. Much like in the setting, some parents may not have not noticed assumptions they have made. “It’s not easy,” Georgina says. “But children often find it easier than the parents.”

This is because while children in the early years may have already started to pick up on gender stereotypes, there is still plenty of opportunity to challenge them before they become embedded. This can make a real difference to children’s perceptions and have a huge impact on their future. “If you’re able to get to children under the age of five, that is a really great time to stop stereotypes being accepted,” Georgina explains. “If you can have those conversations with them before the age of five, you can disrupt those ideas so that by the time a child reaches seven they won’t have started thinking: ‘Well I can’t be doctor, because I’m a girl.’”

Mind your language Ann Bernadt and Nell Gwynn nurseries in Southwark, London, started by evaluating their use of gender-specific language. They also considered whether they were being influenced by any unconscious bias, such as directing boys towards construction play area and girls towards the home area, with the aim of making sure that children’s ambitions were not limited by any outdated stereotypes.

Audit on gender Staff at the House of Commons Nursery, run

by LEYF in London, conducted an audit of all their literature, making changes where necessary. They also displayed posters across the setting, to help remind staff about the initiative and made an effort to ensure that children were not complimented on their looks. Using posters and books, they also offered girls successful female role models.

Find out more To find out more about the Gender Action project and sign your setting up, visit genderaction.co.uk.

Coronavirus: what you need to know Newspaper headlines in the past few weeks have been dominated by news about the outbreak of a new coronavirus in Wuhan, China. But how does the outbreak affect your setting? And how can you help stop the virus spreading?

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n recent weeks the headlines have been dominated by news of the coronavirus outbreak in Wuhan, China which has now been declared a global health emergency by the World Health Organisation (WHO). The declaration has been prompted by confirmed cases outside China and concerns that the virus

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could spread to countries with ‘weaker health systems’.

Although the Department for Health has described the virus as a “serious and imminent threat” and raised the public risk level from “low” to “moderate”, the risk to individuals remains low.

Now called covid-19, the coronavirus

is a type of virus that is common across the world. It typically causes fever and a cough that may progress to severe pneumonia which causes shortness of breath and breathing difficulties according to Public Health England (PHE).

It is a new strain of coronavirus first identified in Wuhan City, Hubei province,

HEALTH

China. The current evidence is that most cases appear to be mild and those who have died in Wuhan appear to have had pre-existing health conditions.

Since then, the virus has spread further with outbreaks reported in areas of South Korea, northern Italy and Iran. At the time of writing other affected areas included Cambodia, Hong Kong, Japan, Laos, Macau, Malaysia, Singapore, Taiwan, Thailand and Vietnam. The list of regions is subject to change – for the most recent advice, please check the .gov.uk./ coronavirus website or check eyalliance. org.uk/coronavirus.

Because little is known about this new strain of the virus, it is not clear how it is spread, however, similar viruses tend to be spread by coughs and sneezes – so the way the infection gains entry to the body is the same as the way it exits and spreads to others. At the time of writing, there is currently no specific treatment for the new coronavirus so any treatment is aimed at relieving the symptoms.

What are the symptoms?

It is important to remember that the risk of getting the illness is still extremely unlikely and you can only catch it if you have been close to a person who has the virus. The chief medical officers for the UK have been preparing the UK and have already put in place robust infection control measures to respond immediately. The NHS is wellprepared and used to managing infections and are already working to quickly identify any contacts of the patients confirmed to have the virus, to prevent further spread.

The NHS advise that symptoms of the coronavirus usually include: feeling tired difficulty breathing a high temperature a cough.

Remember that the infection does not appear to be serious for most people,

including children, and that most people who have caught the virus are recovering.

If there is a case in your area, health professionals will contact anyone who has been in close contact with the infected person. Public Health England will work closely with the local government, the NHS and the public to prepare and respond to all incidents.

What can we do in our settings?

As with any widespread infection that could pose a threat to their children, parents may be understandably concerned. Social media and word-ofmouth in a community can sometimes be a source of misinformation that quickly spreads. You can reassure parents who are worried by having up-todate information from your local PHE, particularly if you hear of a suspected case of coronavirus locally.

Parents can also be confident that your setting already has rigorous infection control measures in place, including: good basic hygiene practices, including regular hand-washing (for practitioners and children) staff cover any existing wounds or lesions with waterproof dressings personal protective equipment such as aprons and gloves are used as needed there are procedures in place for cleaning equipment and the environment spillages of blood and other bodily fluids are cleaned immediately there are procedures for the safe disposal of waste awareness of infection control guidance, including the management of infections If you need to sneeze, try to catch it in a tissue, bin the tissue and kill any germs by washing your hands. You should also encourage children to wash their hands when arriving to your setting, after using

For the most up-to-d ate information on the coronavirus for early years settin gs, visit eyalliance.o rg.uk/ coronaviru s

the toilet, after outdoor breaks and sport activities and before they leave to go home for the day.

Try not to touch your eyes, nose and mouth with unwashed hands. Do not share any items that come into contact with your mouth – including cups and bottles.

Sharing information The situation with coronavirus in the UK is subject to change. For the latest information, you can check the Alliance’s website at eyalliance.org.uk/coronavirus.

Here, we have links to the latest advice from the government, including the information campaign and a post that you can download to display in your setting.

One of the most important ways you can help as an early years provider, is to signpost families towards reliable, accurate information on the topic. You should direct families towards Public Health England, NHS and .gov.uk websites as the situation develops.

For the most up-to-date information, visit www.gov.uk/coronavirus or nhs.uk/ coronavirus.

Best practice For more general information about preventing the spread of illness and infection in your setting, you can purchase a copy of the Alliance’s publication Good Practice in Early Years Infection Control. This book brings together existing guidance highlighting its relevance to the early years sector and signposts practitioners to the most recent guidance on important areas.

Alliance members can also complete our free EduCare course Infection prevention and control in an early years setting. Visit eyalliance.org.uk/EduCare to find out more.

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EYFS: a guide to the changes Melanie Pilcher, quality and standards manager at the Alliance, gives an overview of the pending changes to the EYFS

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arlier this year, the Department for Education (DfE) closed its consultation on a series of proposed changes to the Early Years Foundation Stage (EYFS). Here, we will consider the changes to the layout of the learning and development requirements of the revised EYFS.

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It is important to note that the draft version of the EYFS may still be subject to some further change as the result of the consultation has yet to be revealed. However, with the statutory roll-out expected in September 2021 and plans for a voluntary opt-in starting in September 2020, it is likely that any changes

to the reformed EYFS will be minimal.

As in the current EYFS, the first two sections of the framework set out the learning and development and assessment requirements. This includes the educational programmes that early years providers are required to follow across the prime and

EYFS

specific areas of learning and development.

The headings for these remain unchanged: communication and language physical development personal social and emotional development literacy mathematics understanding the world expressive arts and design

Ofsted inspections The educational programmes provide the framework that practitioners build upon as they determine what they intend children to learn and develop. Ofsted’s education inspection framework (EIF) focuses on the provision’s intent, implementation and impact of the setting’s curriculum. This means the design of a setting’s curriculum, how it is delivered and the knowledge and skills that children gain from it.

Practitioners will notice that the educational programmes for each area of learning have been expanded to make them clearer and more detailed. Each programme makes specific reference to activities that support communication and language. This underpins all seven areas of learning and development. For example, in ‘Understanding the World’ the educational programme suggests that “listening to a broad selection of stories, non-fiction, rhymes and poems will foster their understanding of our culturally, socially and ecologically diverse world”. This emphasis on communication and language is said to be key to tackling the word gap between disadvantaged children and their peers.

Children whose language development is behind that of their peers at the age of four rarely catch-up and the gap tends to increase as they get older.

With the increased emphasis on the educational programmes that was initiated by the revised EIF, some providers have wrongly assumed that they need to create a curriculum statement that they can present to Ofsted during an inspection. This is not the case. However, if a setting is struggling to define what their curriculum looks like, it could be a helpful process. Encouraging dialogue amongst your team about the

intent, implementation and impact of their educational programmes will help practitioners to shape the activities and experiences offered to children in early years settings.

Early Learning Goals The DfE has proposed changes to all 17 of the Early Learning Goals (ELGs) and their descriptions. These can be summarised as:

Communication and language: focus on oral language and vocabulary acquisition

Personal social and emotional development: new ELG on self-regulation and inclusion of self-care

Physical development: focus on gross and fine motor skills

easier to understand. Ultimately, it hopes that the new goals will reduce teacher/ practitioner workload by putting an end to unnecessary evidence gathering and increasing emphasis on interactions with children.

Practitioners may also notice that each ELG begins with a statement, such as: “Children at the expected level of development will…”, followed by a series of bullet points averaging out at three points per goal. Early years experts are already urging caution that these bullet points may become a series of tick-boxes, as has happened with the current Development Matters and Early Years Outcomes guidance documents. That said, many practitioners see the specificity of the new goals as a positive move.

Practitioners must still be mindful when making a best fit judgment and avoid splitting the descriptor into sections.

As we prepare for the revised EYFS to launch, practitioners should remember that early years practice is still holistic and should still focus on all areas of learning delivered within the principles and concepts of the characteristics of effective learning. The characteristics of effective teaching and learning are not changing as part of these reforms and the terms ‘prime’ and ‘specific’ for the areas of learning will stay in place, as will the names of the seven areas of learning.

All areas of learning and development are interconnected and complement one another. Practitioners must keep this at the heart of their work if the sector is to maintain the integrity of the EYFS.

“Early years practice is still holistic and should still focus on all areas of learning.”

Literacy: new ELG on comprehension

Mathematics: focus on depth of number and understanding quantities and continue to focus on space, shapes and measure through the educational programme and curriculum guidance.

Understanding the world: more defined descriptors as precursors to science, history and geography and removal of technology.

Expressive arts and design: clearer descriptors and emphasis on communication and language.

A detailed overview of all of the changes to the ELGs and educational programmes can be found on the Alliance website at eyalliance.org.uk/changes-eyfs-2021.

The EYFS Profile judgement criteria is also likely to change. The possible judgements will no longer include ‘exceeding’, leaving only the option of ‘emerging’ or ‘expected’.

The DfE says this will help prioritise the children who are emerging. The ‘good level of development’ measure will not be changing.

Why are the ELGs changing?

The DfE says that their overall intent is to make the ELGs more specific, clearer and

Find out more The coming issues of Under 5 will look at each of the revised educational programmes and consider how they could look in practice.

For more information about the EYFS reforms, visit the Alliance website at eyalliance.org.uk/changes-eyfs-2021.

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HEALTH & SAFETY

A pain in the back?

Lorna Taylor, a chartered physiotherapist and founder of Jolly Back, explains why early years staff are at risk of work-related musculoskeletal disorders and offers some practical advice

W

orking in an early years setting is physically challenging. Adult backs are often flexed, over-stretched and held in all sorts of awkward positions in low-level environments designed for children. Combined with repetitive moving and handling of children, equipment and resources and high workloads, this leaves early years staff at risk of cumulative strain injury, bought on over time.

Anecdotal evidence and research show that early years staff frequently experience discomfort, seek treatment and are absent from work because of cumulative strain injuries.

The long-term effects of these injuries can be serious and can continue into retirement – not to mention the burden it places on individuals.

The highest risk factor for getting back pain is already having had it. This makes prevention strategies especially important.

The good news, however, is that safer, healthier working and learning environments can be created to help reduce the risk of injury. This leads to improved productivity and wellbeing for all staff and improved learning outcomes for children in turn.

Here’s some simple steps you can take to reduce your risk of musculoskeletal injury: 1. Avoid regularly using a laptop on your desk or lap. Laptops should be raised so that the top of the screen is at eye level and a separate mouse and keyboard should be used. This applies when working at home too.

2. Ensure you have access to an adult-height workstation – including a desk, chair 28

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and worktop for carrying out admin and preparation. A worktop for standing staff should be set at approximately elbow-height.

Staff shouldn’t have to use a child’s chair for planning and marking tasks.

3. All staff who regularly use a computer for an hour or more every day should complete a risk-assessment. This is mandatory and offers further practical advice for keeping your team injury-free when working both in your setting and at home.

4. Consider getting specially-designed equipment and seating that supports lowlevel working as a long-term investment.

This will give staff the correct tools they need to work at their best, boosting morale and preventing injury.

5. Staff rest and movement breaks should be encouraged. Once back pain has developed, it is much more likely to re-occur. Prevention is the best form of protection, so take a break and move before any niggles set in. Maintaining general fitness helps too – yoga and pilates are particularly good for developing flexibility and building strong core muscles to help protect the spine.

6. Develop a recording system for cumulative strain injuries – that’s musculoskeletal pain that develops over time. If one member of staff is finding a task challenging, it is likely that others will too. Find a way to understand and record hazardous tasks.

Early intervention helps prevent long-term problems from developing.

7. Create safer storage spaces. The heaviest items should be stored between wrist and

elbow height. Cupboard clutter should be kept to a minimum for easier access. Storage sheds should have ramped, rather than stepped, access. A portable wheelchairramp is one cost-effective solution. Try to allow children to access their own resources if they are safely able to do so.

8. Workstations should be organised so you are comfortable before tasks begin. Limit the need for stooping, twisting, crouching and bending over by correctly adjusting the height of furniture. Reposition equipment before you start lifting. Consider using nappy changing units with steps.

9. How you will lift and carry equipment, furniture, sand and water trays should be thought about before you begin. Never struggle with heavy items – always ask for assistance. Consider mobile storage and open all doors fully before you start, rather than struggling to pass through with heavy or awkward items.

10. Ensure moving and handling training is carried out first, covering the needs of individual staff. Update this training regularly.

Employers have a duty of care towards staff – risk assessments should be carried out if staff report any work-related discomfort or pain.

Reasonable adjustments should also be made where appropriate.

Find out more For more information about back pain in the early year environment, visit www.jollyback.com for advice and resources, including free posters that can be displayed in your setting.

BEST PRACTICE

Supporting children through loss John Bowlby, a British psychologist and psychiatrist, took great interest in exploring the theory of the attachment of children to specific adults and caregivers. He tested and observed a number of theories, working closely with psychologist Mary Ainsworth.

They found that how a child develops their survival skills during times of loss and despair is entirely dependent on how strong their bond was with the person who has passed. their age and level of maturity and Therefore, understanding the process of grief understanding and mourning is imperative when supporting the meaning of the loss as seen by the child a child through it. the level of security that has been lost A child learns how to grieve and mourn the changes as a result of the loss loss of a loved one through the actions of the how the child generally reacts to difficulties adults and caregivers that surround them. If a child senses that talking about the loved one characteristics of the death creates tears or sadness, perhaps they will think other stressors in a child’s life keeping silent is best. However, this may cause them to internalise their feelings and therefore Young children have not quite mastered not enable them to grieve in the manner that will the art of explaining grief and therefore it is important for caregivers and adults who have help them to process their loss.

Grieving is an internal process and is not formed attachment to a child, to know how to necessarily displayed by crying or challenging provide support. behaviour. Grief in children can manifest in a Attachment is something developed by form of regression, for example, bedwetting, children from a very early age and is formed with their most consistent and regular carers. thumb-sucking and separation anxiety. While children are still in the process of learning When a child forms an attachment, they feel about how they feel, they will have a tendency more secure in themselves due to the safety and security their regular care giver provides. to jump in and out of their feelings. Learning

There is nothing worse than feeling that you were not prepared for the departure of a loved one. Even when the passing is expected, it can still leave a person with the feeling that they were not quite ready to say goodbye and that’s when the grieving process begins.

Grief is something unique to each individual, and how a child responds to this feeling in particular is really dependant on:

how to adapt and absorb the fact that a person has died and that they will never see them again, creates a range of emotions.

Practitioners should have a range of strategies and resources in place, for example: A child can benefit from creating a memory box or book, with photographs that they can get out and look through when they need or want to.

Messy and malleable play can be a means of children relieving their stress and anger.

Role play allows children to be imaginative and express themselves through a fantasy world.

Enclosed spaces can create a safe haven for children to be in.

Really listening to children in a nonjudgmental way and allowing them to share their feelings, without interrupting or diminishing the value of what is being said, is important. A question such as, “What do you think is happening?” is not patronising and does not put words into their mouths.

Asking simple questions can be helpful too, to show that their thoughts are of interest and importance, such as “Are you upset that Daddy is away and won’t be here for your birthday?”.

20% OFF SUPPORTING CHILDREN’S EXPERIENCES OF LOSS AND SEPARATION Early Years Alliance (Ref: A071) £11.95 members, £14.95 non-members Supporting Children’s Experiences of Loss and Separation explains how early years practitioners play a significant role in a child’s life as a care-giver during periods or loss or bereavement.

Containing perspectives on different types of loss that children experience, it will provide suggestions to support early years practitioners in dealing with children and families sensitively and safely. As stated by Cath Hunter, therapeutic consultant, in the Foreword, “the more we are able to support children by providing them with the language and experiences to understand and make sense of what is happening, the more we are contributing to their emotional well being and enabling them to cope better with other challenging situations they may experience in their lives”.

Order by 31 March, quoting Loss20 to receive this offer.

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ACTIVITY CORNER

Tell me a story…

Melanie Pilcher, quality and standards manager at the Alliance, shares ideas for celebrating World Book Day 2020 with children in your setting

T

he current Early Years Foundation Stage outlines the aim for practitioners to ‘ignite’ children’s interest in reading and writing. While most settings offer plenty of chances for children to immerse themselves in a language-rich environment, are we missing opportunities to inspire a real love of books and reading?

In the proposed new early learning goals, we are again reminded of the importance of books in each of the seven areas of learning and development. Last year, Ofsted stated that “knowing more words makes you smarter” and explained how the language used in books is often more complex than the words we use in everyday interactions. Children who are read to will hear more words and have the opportunity to learn new words which they can then begin to put into context as practitioners scaffold and extend the learning.

So yes, books are important and we want to ignite children’s interest in them. But are we inadvertently putting some children off the idea of books? We need to be creative in our thinking and go beyond the provision of books and regular story time alone if we are to instil a lifelong love of books and reading in all children.

Are you sitting comfortably?

For some children, the idea of having to sit still and pay attention during story time is a big challenge. When this is the case, the book corner can become an area to avoid at all costs for fear of being made to engage in an activity that does not inspire them. Here are some ideas for revamping your reading and story time activities: How do you currently use stories at circle time? Many settings them as an opportunity to occupy children at busy times during the day, such as in the build up to home time, or either side of snacks and meals while hands are being washed. This many be necessary in some circumstances, but make sure that you don’t make this the prime focus of story circle time. Give it the prominence it deserves as a meaningful time to introduce children to the absolute joy of losing themselves in a story.

Is your book corner enticing for every child?

Consider who is using your book corner and how they are using it. More importantly, which children do not visit the corner and why? We know that a book corner should be a comfortable place with books that are easily accessible and relevant. But what is there for children who are constantly on the move? Consider the ways in which books can enhance other continuous provision.

For example, children who enjoy building and construction could access non-fiction books for reference and inspiration in the construction area. Similarly, books that have pictures of works of art should be placed near your creative area.

Tune into children’s reactions to what you are reading and respond.

You don’t always need a book for a story.

Storytelling takes many different forms – in many cultures storytelling is a way of passing down history and tradition or instilling moral values. Stories are also relayed through the medium of dance and drama. So if you have children who find it challenging to it and listen it is even more important to find a way that works for them.

Some north American cultures tell stories by etching simple images into mud using sticks. Children can watch the story emerge in front of their eyes and will want to contribute their own ideas.

Take your story time outdoors. Outside stories offer a new sensory experience, accompanied by the sounds of nature.

Move around the room with your group of children as you tell your story and make it up as you go along.

Ask children to bring you a favourite toy or any object that interests them and create a story together around it. Let older children start the story off and then take it in turns to add what happens next.

Then we begin…

Take a look at the book in your hands – what is the title? Who is it written by? Feel the texture of the cover. Ask the children what they think it might be about. What does the picture on the front suggest? Younger children and babies explore their board books or touchy feely book with all their senses first.

Older children should be encouraged to do the same.

How do you tell a story? Just as a book is about so much more than pages with words and pictures printed on them, storytime is about much more than just reading the words aloud. Make sure that every story is presented in a different way so that children are excited by what might happen.

For example: Use props and ask children to help you

with them.

Introduce an object that is in the story but isn’t immediately obvious – for example, a cup and saucer for The Tiger Who Came to Tea. Let children handle the item and talk about what they know about it. Ask them: “What would a tiger be doing with a cup and saucer? Let’s find out.”

Use facial expressions and gestures to convey your own engagement with the story, build the anticipation before you turn a page and involve the children in guessing what happens next.

And they all lived happily ever after…

Books are important and we do want to ignite children’s interest in them, but at the same time remember that books are not the only medium by which children should experience storytelling, rhymes and poems. A book is not the beginning and the end of the story. Whether you have used it to increase children’s cultural capital as you discover the ‘awe and wonder of the world’, or to spark a child’s creativity and imagination, a book is a world of possibilities and a source of knowledge and inspiration that can be depended on for life.

Find out more The Alliance will host a webinar on ‘Working in partnership with parents to promote children’s good reading habits at home’ at 4pm on 24 March 2020. Visit eyalliance. org.uk/webinars.

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NUTRITION

Cream of the crop?

Lucy Jayne, registered nutritionist at the Early Years Nutrition Partnership, shares tips for choosing appropriate milk alternatives for young children

T

he increasingly popularity of vegan diets in recent years has led to a much wider selection of dairy-free and plantbased options in supermarkets and cafes.

With many families now choosing to avoid cow’s milk for health, ethical or environmental reasons, as well as those with a dairy allergy or lactose intolerance, it’s important to consider which of these plant-based alternatives are suitable for growing children.

From the age of 12 months onwards, unsweetened fortified milk alternatives can be offered as part of a healthy diet. Any alternatives offered should be fortified to make sure they are replacing the nutrients usually supplied by milk.

cells and a healthy nervous system. It’s found almost exclusively in animal products as well as some yeast extracts and is often added to fortified milk alternative products and breakfast cereals.

Key nutrients to consider

Milk alternatives

Calcium Dairy foods are often the main source of calcium in young children’s diets so any alternatives must be fortified with this nutrient.

Milk alternatives are often lower in calories than whole cow’s milk, which means that slightly larger portion sizes are needed to ensure that young children are getting the calories they need – remember to take this into account when serving children in your setting.

Iodine Iodine helps make thyroid hormones, which are important for metabolism and growth. Milk and fish are often the main source in children’s diets and many alternative milks are not fortified with iodine. Children who don’t eat dairy products may be given a supplement – parents should speak with their GP for advice.

Riboflavin (B12) Riboflavin plays an important part in utilising energy from foods. For children following a diary-free diet, it’s important to make sure that milk alternatives are fortified with riboflavin – check the label to make sure.

Vitamin B12 B12 is essential for the formation of red blood

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Vitamin D Many milk alternatives are fortified with vitamin D – which is used by the body to regulate calcium levels, keeping bones, teeth and muscles healthy. Between October and early March, children and adults in the UK do not get enough vitamin D from the sun. While it can be sourced through the diet, parents may also wish to use a vitamin D supplement.

Soya milk Unsweetened calcium-fortified soya milk is a good alternative to cow’s milk. It is usually fortified with riboflavin and vitamin B12. It is higher in protein than other milk alternatives.

Most soya milks are also fortified with vitamin D. Soya milk contains around 33kcals per 100ml compared with whole cow’s milk which provides 66kcals per 100ml.

Oat milk Unsweetened calcium-fortified oat milk is slightly higher in calories than soya milk – with around 44kcals per 100ml – but it is lower in protein than soya milk. Many oat milks are also fortified with vitamins B2, B12 and D,

making it suitable for any children with an allergy to soy products.

Nut milks Nut-based alternative milks, such as calciumfortified almond milk, are increasingly common milk alternatives. Almond milk is much lower in calories than other alternatives – with around 13kcals per 100ml. It is also usually fortified with vitamins B2, B12 and D. Coconut milk Coconut milk may be a good alternative for any children who are allergic to soya or nuts.

It is higher in calories than almond milk but is not fortified with riboflavin like some other milk alternatives. It is usually fortified with vitamins B12 and D.

Milk alternatives to avoid Rice milk should not be given to children under the age of five due to the levels of arsenic it contains. Any milk alternatives that have been sweetened or are not fortified should not be offered to children. Always check the label as not all milk alternatives are fortified, especially organic versions of these products.

Be careful to make sure that milk alternative products are safe for any children with allergies as some milks contain a blend of different ingredients. Lactose-free dairy milk may be suitable for some children but will not be safe for those with an allergy to cow’s milk protein so be sure to check with parents before using these alternatives.

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

COMPETITION

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

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

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

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

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