Under 5 May 2020

Under 5 the magazine of the early years alliance

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May 2020

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CJRS & early years funding Your questions answered

Time to reflect Improving children’s wellbeing

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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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CJRS and early entitlement funding

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Time to reflect

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Staying safe and social distancing

A chance for Alliance member settings to share news of recent events and projects Answering your most common questions on the two schemes

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Kate Moxley shares ideas for improving children’s wellbeing Safeguarding concerns during lockdown periods

20 Epilepsy: what you need to know

How to support children with epilepsy in your setting

22 Up close and personal

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How the new personal, social and emotional development educational programme could look in practice

24 Managing menus

Ideas for dealing with shortages in your setting

26 EYFS in the coronavirus crisis

A guide to the temporary changes to the EYFS

29 Ready? Get set...go!

Physical activity ideas to try with children during closures

30 How does your garden grow?

Enjoying gardening activities with children this spring

32 Supporting children’s immune systems Nutritional support for healthy children

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WELCOME & CONTENTS

welcome

Welcome to Under 5 In a first for Under 5 magazine, this issue is being shared with you all digitally without a print edition. With so of our readers closed or working remotely during the coronavirus lockdown period, we felt this was the best way to make sure we reach as many of you as possible. This has also helped ensure that our content was up-to-date in this rapidly changing situation.

With that in mind, for the very latest updates on the coronavirus outbreak – including information on funding schemes and other business-related information – please do check our dedicated space on our website at eyalliance.org.uk/coronavirus to make sure you are up-to-date. We’ve been working hard behind the scenes to get answers to as many of your questions as possible and will be sharing any updates we get from the government as soon as we can.

In this issue, we’ve answered some of your most frequent questions on the Coronavirus Job Retention Scheme (page 11) and have an update on changes to the Early Years Foundation Stage (EYFS) and what they mean for you (page 26) to get you up-to-speed.

We’ve also continued our series looking at the proposed reforms to the EYFS (page 22). Alliance quality and standards manager Melanie Pilcher has shared some ideas for what the new educational programmes may look like in practice – this time looking at personal, social and emotional development.

We’ve also heard from early years consultant and trainer Kate Moxley about how you can use this time to reflect on your practice (page 14). She has shared some great ideas for putting children’s wellbeing and emotional health that will be particularly useful for children during and after this difficult period.

Since the April issue of Under 5 went to press we have been overwhelmed by some of the good news stories you have been sharing with us. From extended opening hours for key workers to food parcels for families in need, early years settings have been at the heart of the community response to the coronavirus outbreak.

Please do keep sharing your news and pictures with us to share in the next issue – it has been truly inspiring to hear how the sector has responded to this unique crisis.

You can get in touch with us as usual at editor.u5@eyalliance.org.uk.

33 Competition Rachel Lawler, editor

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in brief...

OFSTED: Chief inspector Amanda Spielman has warned that the lockdown closures will widen the attainment gap and says it is in children’s interests for schools to reopen as quickly as possible.

Updated DfE guidance says that local authorities can “move around” funding

round-up Early years practitioners to be offered free COVID-19 tests Early years staff experiencing symptoms will be able to access free coronavirus tests, alongside other ‘essential workers’, the health secretary has announced.

Matthew Hancock announced the development at the government’s daily briefing on the coronavrius crisis and said that members of essential worker households would also be able to access the tests if needed.

The definition for ‘essential worker’ will be based the same list as used to determine which families have continued access to education. This includes early years practitioners, childminders and teachers.

From 23 April onwards employers of essential workers were able to book tests online and from 24 April onwards, employees themselves were able to book the tests.

Hancock said: “This applies for all people in essential workers’ households too who need a test. It’s all part of getting Britain back on her feet.”

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Neil Leitch, chief executive of the Alliance, welcomed the news. He said: “Childcare professionals, like many other key workers, continue to put themselves at risk in order to ensure that care is available to vulnerable and key worker children at this difficult time.

“It is absolutely right therefore that the government prioritises testing for key workers with symptoms to enable them to clarify their medical status, and ensure that they are not kept away from their vital roles due to potentially unnecessary self-isolation. Of course, as with all such announcements, the devil is in the detail.

With a limited number of testing sites currently in operation, it remains to be seen how easy it will be for key workers like childcare practitioners to access tests.

“Nevertheless, this is a positive step and one that we hope will go at least some way to addressing the staffing challenges that some settings have been facing.”

Updated guidance from the Department for Education (DfE) says that local authorities will be able to “move around government funding for free childcare entitlements in exceptional circumstances” to ensure that there are “sufficient childcare places” for vulnerable children and key worker families.

The DfE says that local authorities can “redistribute” the funding when “absolutely necessary” to benefit vulnerable children and key worker families.

The update comes weeks after the government advised providers that they would still be able to access funding for the 15 and 30 hours schemes during closures. On 17 March, the DfE announced that nurseries, pre-school and childminders in England would still be able to receive ‘free entitlement’ funding for children not able to attend settings as normal during this period.

However, this new guidance seems to contradict the previous statements.

The revised DfE guidance goes on to state that: “Any setting which sees their early entitlement funding reduced in order to fund childcare places elsewhere will be able to increase the proportion of their salary bill eligible for the Coronavirus Job Retention Scheme in line with the Department’s guidance on access to the scheme.”

The Alliance has already received a number of reports from providers whose local authorities are reducing the level of funding being given to settings who are temporarily closed, in order to offer additional funding support to those who are open to key worker families and vulnerable children.

Neil Leitch, chief executive of the Alliance, said: “It is absolutely unacceptable for the government to continually move the goalposts for the early years sector at the last minute.

“Once again, we urge the government to rethink this decision and urge that all providers are able to access the support they were originally promised”.

DOMESTIC ABUSE: The government has pledged £31m to support children who witness domestic abuse during the lockdown period.

POVERTY: The UN has warned that millions of children worldwide are endangered by poverty and malnutrition as a side effect of the coronavirus pandemic.

Alliance slams government U-turn on financial support for providers The Alliance has slammed the government for backtracking on guarantees of financial support for childcare providers during the coronavirus crisis, describing the move as a ‘kick in the teeth’ for the sector and warning that it is likely to lead to nursery closures and threaten the long-term viability of the sector.

In March, the Department for Education (DfE) published guidance for the early years sector which confirmed that nurseries and other providers could continue to receive ‘free entitlement’ funding for children not attending their setting during this period, and that they would also be able to benefit from the Coronavirus Job Retention Scheme, which provides grants covering 80% of monthly salary costs for staff members employed but not working.

However, new DfE guidance announced on 17 April gives a number of instances where early years providers will not be able to furlough staff. The updated guidance states that private early years providers should only furlough employees through the Coronavirus Job Retention Scheme if the following conditions are met: the employee works in an area of business where services are temporarily not required and where their salary is not covered by public funding the employee would otherwise be made redundant or laid off the employee is not involved in delivering provision that has already been funded (free entitlement funding) (where appropriate) the employee is not required to deliver provision for a child of a critical worker and/or vulnerable child

the grant from the Coronavirus Job Retention Scheme would not duplicate other public grants received, and would not lead to financial reserves being created Commenting, Neil Leitch, chief executive of the Alliance, said: “It is completely unacceptable that having given a clear and explicit assurance to childcare providers that they would be able to rely on financial support from both ‘free entitlement’ funding and the Job Retention Scheme during the coronavirus crisis, the government is now saying that it will be watering down this support.

“Early years businesses will have made significant financial plans and decisions based on the guidance already published, and many will have already started furloughing staff. It is simply too late for the government to start adding new caveats, conditions and limits now.

For early years providers across the country who have already struggled for years as a result of government underfunding, to be told weeks into this crisis that the support they were promised may be far less than they were led to believe is a complete kick in the teeth. What the government is proposing would have a devastating impact on childcare settings, and in the worst cases, could lead to permanent closures across the sector.

“Many childcare professionals are putting their own health and wellbeing at risk by continuing to work on the frontline during this pandemic to ensure

that critical workers and vulnerable children have the childcare they need, while others who have taken the difficult decision to close are still working hard to support their families remotely. For the government to treat the sector with such a lack of respect and fairness at this time truly beggars belief.

“The Treasury needs to urgently rethink its stance on this, and prioritise giving providers the support they need to continue providing care during this incredibly challenging time by ensuring that all settings can fully access both schemes, as the sector was originally led to believe would be the case. Otherwise, when all this is finally over, there may not be a childcare sector left.”

A spokesperson from the DfE said: “We have already confirmed that we will continue to fund councils for the free childcare entitlements for the duration of these closures, as we ask settings to remain open where needed for children of critical workers and most vulnerable.

“To support them with this we are relieving some of the burdens on staff during these challenging times, temporarily changing some of the requirements of the Early Years Foundation Stage framework and providing significant financial support, including a business rate holiday for many private providers. We have set out further clarity on other support available, including eligibility for the Coronavirus Job Retention Scheme where an employer receives government funding.”

New data portal tracks impact of coronavirus on the sector Early years providers are being asked to help track the impact of the covid-19 pandemic on the sector using a new data tracker. Independent researcher Ceeda will record whether or not a setting is operating and how many children are attending if it is.

The tracker hopes to provide an up-to-date picture of the sector as well as information on what support providers need both during the crisis and afterwards to help rebuild in the future.

All settings, including registered childminders, nurseries and pre-schools in

England are invited to register on the portal.

Ceeda hopes to shine a light on the early years sector and the vital role it is playing in the national response to the coronavirus crisis.

Neil Leitch, chief executive of the Alliance said: “To date, much of the public focus on the childcare sector during the coronavirus outbreak has been around the negative impact of closures and fees on parents. As such, we’re pleased that the Covid Portal will provide much-needed accurate data on provider activity, and in turn, ensure that we have a realistic and fair picture of exactly

how much support the early years sector is providing during this difficult period, and - equally importantly - how much support we ourselves will need to be able to recover from this crisis.

“Crucially, this data will be real-time, meaning that it will be able to keep up with what is a rapidly-changing situation. We are very pleased to support the launch of this portal and urge every single provider to register.”

Providers can register with the portal at covidportal.ceeda.co.uk.

DfE says that providers “do not require” PPE Tulip Siddiq reappointed shadow early years minister Tulip Siddiq has been reappointed shadow minister for the early years, as part of a reshuffle following the election of new Labour leader Keir Starmer.

Siddiq had served in the position since Tracy Brabin’s promotion to shadow culture secretary earlier this year and previously served in the same role between 2016 and 2017. Siddiq has also previously served as chair of the All Party Parliamentary Group for Childcare and Early Education.

Elsewhere in the shadow cabinet, Angela Rayner, who was elected deputy leader of the Labour Party, was appointed shadow first secretary of state, leaving her role in the shadow education team. Previous leadership candidate Rebecca Long-Bailey has replaced Rayner as shadow education secretary.

Elsewhere, Anneliese Dodds replaced John McDonnell as shadow chancellor

and Ed Milliband was appointed shadow business, energy and industrial secretary.

Neil Leitch, chief executive of the Alliance, commented: “We warmly welcome Tulip’s reappointment as shadow children and early years minister. In this role, and in her previous position as chair of the APPG for childcare and early education, she has demonstrated a clear willingness to engage with the early years sector, and an understanding of the key concerns of childcare providers.

“With the sector currently facing huge challenges in light of the coronavirus outbreak, now more than ever we need a strong opposition to hold the government to account. We look forward to continuing to work closely with Tulip to ensure that providers get the support they need to get through this difficult period and beyond.”

“With the sector facing huge challenges, now more than ever we need a strong opposition.”

Support for self-employed confirmed The Chancellor has confirmed that the government will be offering self-employed workers similar protections as employed staff during the coronavirus outbreak.

Self-employed people facing financial difficulties as a result of the coronavirus outbreak will be able to claim 80% of their monthly earnings up to £2,500 a month.

Monthly earnings will be calculated using an average of profits over the last three financial years. The support is initially scheduled to run for up to three months and will be available for workers to access no later than June.

The Chancellor estimated that around 95% of self-employed workers would benefit as a result. The scheme will only be available to people who are already self employed and have a selfassessment tax return for 2019.

The update comes shortly after more than 9,000 childminders wrote to their MP asking for financial support during the crisis, using the Alliance’s campaign.

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Childminders and other providers who meet the scheme’s criteria will get a taxable grant (meaning it doesn’t need to be paid back) worth 80% of their average profits from the tax years 2016-2019 for three months. Childminders who are eligible for the scheme will be contacted by HMRC directly and invited to apply online.

Early years settings “do not need” personal protective equipment (PPE) while providing education and care to vulnerable children and key worker families, according to the latest update from Public Health England (PHE) and the Department for Education (DfE).

The guidance states that “childcare practitioners do not need” PPE and says that they should care for children “as normal” with increased hand-washing and surface cleaning.

It says that children should not share soft toys, while others should be cleaned regularly.

The guidance also recommends that settings clean and disinfect equipment and surfaces such as keyboards, tables, chairs, door handles and bannisters.

Any children who display symptoms of the virus should be sent home with parents/carers.

The guidance has also clarified that practitioners do not need to take any additional precautions after leaving work, such as removing and washing clothes when they arrive home.

Settings are asked to follow social distancing guidelines where possible, although it accepts that this will be “harder to maintain” with young children.

Furlough flexibility confirmed HMRC has confirmed that employees can be furloughed more than once as part of its Coronavirus Job Retention Scheme. The updated guidance states: “your employer can place you on furlough more than once”.

The confirmation comes after the Alliance campaigned for greater flexibility in the scheme as many settings remain partially open to offer care to the children of key workers and vulnerable families.

With many early years staff currently sick or in self-isolation, the job retention scheme had proved hard to implement while supporting these families. Hundreds of letters were sent to MPs through the Alliance campaign.

Neil Leitch, chief executive of the Alliance, said: “We welcome the news that childcare providers, alongside other businesses, are able to access the job retention scheme flexibly.

“For childcare providers remaining partially open, such flexibility - for example, the ability to rotate staff who are furloughed in instances of staff sickness or self-isolation - is absolutely vital to being able to continue operating and providing places for key worker families and vulnerable children during this difficult period.”

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may10

In this special edition of My Under 5 we look at all the ways early years providers have helping out their communities during the coronavirus crisis...

Staying in touch

n going above in Lincolnshire have bee Staff at Angels Childcare s crisis. The ilies during the coronaviru and beyond for their fam t key workers bank holidays to suppor setting offered to open on any key worker to r has extended its offe who needed childcare and touch with in g have also been keepin families in the area. They n including craft dre kly post to all the chil families by sending out wee ts for parents. activities, seeds and trea

Community support

Stewartby Pre-school in Bedford shire has set up a volunteer group to deliver shopping, prescript ions and post to vulnerable residents in their village. They also delivered emergency parcels to those who were struggling. Arou nd 25 parents volunteered to join the setting’s efforts.

Staying in touc

h

Staff at St John ’s Pre-School in Dewsbury ha turns to stay in ve been taking touch with fam it in ilies. Over East families activity er they sent al packs includin l th eir g books, gam have also been es and activiti sharing daily up es. They dates with fam lovely rainbow ilies and create outside the se d this tting.

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Easter bonnets Key worker children at Little Birches in West Wickham celebrated Easter with an outdoor hat parade. Staff have also been staying in touch with the rest of the children by sharing activity ideas including making their own rainbows.

Reaching out onlin

e

Staff at Brighter Bu nnies in Westhough ton, Bolton, have lau help stay in touch nched a YouTube with children durin channel to g the lockdown. They ha sessions, story tim ve been sharing sin e and other activitie g-along s with families onlin given a personalise e. Before closing, d planner for the ne each child was xt ter m and a selection Staff have also be of activities to try en in touch with fam at home. ilies to check if the resources during the y need any addition closures. al support or

Food delivers The team at Acton Playgroup in Sudbury, Suffolk have been supporting families in their area by distributing food parcels through the Fareshare scheme, which works with retailers to ensure that surplus food is passed on to families in need.

More than 3,000 stores, including supermarkets such as Tesco, Waitrose and Asda, are involved in the nationwide scheme.

Stay in touch How have you and your team been staying in touch and supporting families during the coronavirus outbreak?

Please keep sharing your good news with us at editor.u5@eyalliance.org.uk

CORONAVIRUS

Coronavirus Job Retention Scheme and early entitlement funding We answer some of your most common questions about accessing the CJRS alongside early entitlement funding

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e know that the early years sector has a number of questions about the guidance released by the Department for Education on Friday 17 April, which placed a number of conditions on how providers who receive early entitlement funding can benefit from the Coronavirus Job Retention Scheme.

Here, we have answer a number of the most common questions. Please keep referring to government updates and the latest information on our website at www. eyalliance.org.uk/coronavirus for the most up-to-date information.

What is the Coronavirus Job Retention Scheme?

The Job Retention Scheme is a government scheme where employers can apply for a government grant to cover 80% of the monthly wages for furloughed employees.

Furloughed employees are staff who are still employed, but not currently working.

More general information about the scheme is available here.

Who can access the Job Retention scheme?

The scheme only applies to settings who employ staff. This includes nurseries, pre-schools and childminders who employ assistants.

If you are a childminder with no staff, you will receive support from the government via the Self-employment Income Support Scheme, not the Job Retention Scheme. More information on that scheme is available here.

New guidance on the scheme was published on Friday 17 April. What has changed?

Previous Department for Education guidance for the early years stated that providers could receive early entitlement funding for children not attending their setting during the coronavirus period, and also claim 80% of wages for furlough staff through the Job Retention Scheme. This guidance made no reference to any additional conditions or limits.

However, on Friday 17 April, new guidance was published which detailed a number of limitations on how much providers who receive early entitlement funding can claim back for the Jon Retention Scheme.

The Department for Education has said that this new guidance is simply a clarification, not a change. However, many providers have made business plans based on their understanding of the original guidance.

The Alliance is challenging the government’s decision to change its guidance at the latest minute. Thousands of parents and providers have written to their local MPs on this issue already – if you haven’t yet done so, you can fill out our simple form here. However, in the interim, we feel it is vital that providers understand what the new guidance means, which is why we have produced this Q&A. What does the new guidance mean? Can I furlough staff?

If your setting only receives government funding, and has no private income, you will be unable to furlough staff members. This is

because your staff wages are already being fully funded by the government via the early entitlement scheme.

If your setting only receives private income, and receives no government funding, you will be able to furlough any staff members you choose to and receive 80% of their monthly wages via the Coronavirus Job Retention Scheme.

If you receive a mix of government funding and private income, which most providers do, then the amount of government support you can claim through the Coronavirus Job Retention Scheme will vary depending on what proportions of your ‘usual’ income come from government early entitlement funding and from private income.

The government has said that providers should use their income in February 2020 to represent their ‘usual income’.

My setting receives both private income and early entitlement funding. How do I calculate how much support I can get for furloughed staff wages?

The proportion of your wage bill that you can claim wage support against is the same as the proportion of your usual (based on your figures for February 2020) income that comes from private sources (i.e. not government funding).

For example, let’s say a setting received £10,000 in income in February. £4000 (40%) of the total monthly income came from government funding and £6000 (60%) came from private income.

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Please keep referring to www.eyalliance.org.uk/coronavirus for the latest information and updates on the situation.

This means that, under the new guidance, the setting could only apply for wage support on up to 60% of its wage bill.

Let’s also say that this setting has total monthly staff wage costs of £7,000. The setting should then calculate 60% of £7,000, i.e. £4,200. This is the maximum value of wage costs that Job Retention Scheme support can be applied against.

It’s important to note that this doesn’t mean that the setting would receive 60% of £7,000 via the Job Retention Scheme. It means that only 60% of £7,000 (i.e. £4,200) would be eligible for government support via the scheme.

This means that the government could pay 80% of £4,200 via the Job Retention Scheme – that is, £3,360.

To claim this, the setting would need to identify staff whose monthly wages add up to £4,200, and then apply for Job Retention Scheme support for these wages.

I have calculated how much of my wage bill is eligible for Job Retention Scheme support, but no combination of staff wages comes to exactly the same amount.

What happens to the ‘leftover’ wage?

Let’s say the setting in our example, which has a total monthly paybill of £7000, employed seven employees, each earning £1,000 per month.

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We have already established that this setting can only furlough employees whose combined salary comes to no more than £4,200 (60% of the total paybill).

This would mean that the setting could only furlough four members of staff, with a combined salary total of £4,000.

This is because furloughing a fifth member of staff would take the combined salary total of £5,000, more than the limit of £4,200.

The setting would not be able to claim 80% of the leftover £200 as this does not equate to the full wage of any member of staff.

As such, when calculating how much support your setting is able to receive via the Job Retention Scheme, it is important that you base this on actual staff wages to get an accurate picture of the level of support you will receive.

What happens if the amount of government funding we receive changes?

The government guidance states that if a provider receives additional early entitlement funding as a result of, for example, providing additional hours of childcare, the provider would need to: recalculate what percentage of its ‘usual’ (February) income this new level of funding would represent

work out what percentage of its usual income is therefore now accounted for by private income reapply the steps outlined above.

For example, if the setting in our example saw its early entitlement funding increase to 55% of ‘usual’ income, then this would mean that private income now accounts for 45% of usual income.

This means that the setting would now only be able to claim Job Retention Scheme support against 45% of its total monthly wage bill.

As the setting’s wage bill is £7,000, this would mean that the setting could claim support against 45% of £7,000, which is £3,150.

Again, this doesn’t mean that the setting would receive £3,150 from government via the Job Retention Scheme. It means that £3,150 worth of staff costs would be eligible for government support via the scheme.

This means that the government could theoretically pay 80% of £3,150 via the Job Retention Scheme – that is, £2,520.

However, as each staff member at this setting earns £1,000 a month, in reality, it would mean that the setting could furlough three members of staff, and receive 80% of their combined wages (80% of £3,000 i.e. £2,400) via the Job Retention Scheme.

CORONAVIRUS

redundant or stopped working for you after 28 February, even if you do not re-employ them until after 19 March. This applies as long as the employee was on your payroll as at 28 February.

Will employees continue to accrue service and annual leave whilst on furlough?

Employees will remain on the payroll and therefore continue to accrue continuous service and their annual leave. Settings are obligated to ensure that staff are entitled to the statutory annual leave entitlement of 5.6 weeks.

Where enhanced annual leave is provided any variation will normally need to be agreed. Settings should review their contracts and Alliance members can obtain legal advice from the free member legal advice service Law-Call.

Further questions We know that there are many other questions on how this scheme will work in practice.

Some of the most common that we have received are: the impact of using February income to represent a setting’s ‘usual’ income, especially given that this is a short month and also includes a half-term how settings who receive income on a termly basis (either funding via the local authority or payment of parent fees) should calculate usual ‘monthly’ income queries on what exactly can be counted as ‘private income’ These, and the many other questions we have received, have put to the Department for Education, who are currently in the process of putting together answers to each of them. In the meantime, please continue to send questions you have to feedback@ eyalliance.org.uk so we can push for answers to these too.

What can we do to challenge this U-turn?

The Alliance has launched a new MP email campaign to support you to write to your MP on this issue. You just need to fill in a short online form with your details, including postcode, and your concerns, and your

email will be sent directly to your local MP on your behalf.

Click here to email your MP. Other questions...

Since our last issue, the Treasury has provided more clarity on a few common questions about the job retention scheme: Which employees are eligible for the CJRS? Employees on the PAYE payroll on or before 19 March 2020 and which were notified to HMRC on an RTI submission (real-time information submission) on or before 19 March 2020.

The employee can be on any type of contract, including: full-time employees part-time employees employees on agency contracts employees on flexible or zerohour contracts.

To be eligible for the subsidy, an employee cannot undertake work for or on behalf of their setting while on furlough leave. This includes providing services or generating revenue.

If you made employees redundant, or they stopped working for you on or after 28 February 2020, you can re-employ them, put them on furlough and claim for their wages through the scheme. This applies to employees that were made

How should I select which staff to place on furlough and which staff to keep working?

You must be careful not to discriminate when deciding who you will offer Furlough Leave to.

The Equality Act and the duty to consider the health and safety of individuals will still apply.

You should consider the following key points when taking the decision: the business needs of the organisation (i.e. which roles are critical) if staff roles are identical you could ask for volunteers rotate Furlough Leave amongst employees complying with the minimum three week period (subject to clarification) health or other relevant circumstances of individuals (place those at risk on Furlough Leave first) ensure that sufficient staff are in place to carry on operating.

Please note: this is not an exhaustive list.

You should record the reason for your decision and clearly communicate this to staff in an open and transparent manner.

Find out more Please visit www.eyalliance.org.uk/ coronavirus for the latest updates on the CJRS and early entitlement funding.

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Time to Kate Moxley, early years consultant and trainer, explains how to nurture children’s wellbeing in this difficult time

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ith many settings closed or only partially open, there has perhaps never been a better time to reflect on your early years provision. When was the last time you considered why you do what you do and the way you do it? While we are certainly experiencing an uncertain and worrying situation, we have more time than usual to evaluate the effectiveness of our provision.

Many settings have introduced various methods for nurturing children’s wellbeing in recent years. Often this includes activities such as yoga and mindfulness, which are wonderful for promoting self-regulation supporting children’s mental health. However, there are other ways of supporting the emotional wellbeing of children without needing to introduce additional activities or resources.

Staff wellbeing It should go without saying that a happy staff team equals happy children, but sadly this is

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not always the case in early years settings. In order to take care of others, you must take care of yourself first – or at the very least take care of yourself as well. When staff are consistently well supported tin the workplace, they are happier, healthier and more comfortable in their role. They are more productive and provide higher quality experiences and opportunities for children. Take care of your team and they will take care of you.

A vision for children I always ask practitioners to consider how well they can explain how children grow and develop in their care. In other words: what is your vision for the children that attend this setting? This vision underpins the philosophy and pedagogy of your everyday practice and sets out your expectations of what staff do and how well they do it. It should come from the heart, not from a mission statement that is so long that nobody remembers it.

Hand on heart, do you feel comfortable and

confident explaining this vision? If not, take some time to think about it. Consider what has shaped, inspired and guided your practice and thinking over the years. Is it certain theorists and approaches to early childhood? Get a clear idea of what your vision is and everything else will start to fall into place.

Daily routines Sometimes we set children up for failure by insisting that they do something we have planned for them or demanding that they take part in certain aspects of the daily routine just because we have always done it this way. Adapt, change and do something different if children are showing you that this isn’t working for them.

Allow them to feel proud of the things they can do rather than focusing on what they can’t.

For example, lunchtime is often a noisy and stressful time in settings. It can be something to just get through, especially for the children. What can you do differently to adapt this time? Try to

WELLBEING

o reflect make it something that is enjoyed rather than endured. Consider what else doesn’t work for a few, some or many of the children.

Better relationships Just because we are adults, does not mean that we always know what is best. Just knowing that you have something to learn from the children in your care and that you don’t have all the answers to everything can be powerful for your practice.

It allows you to treat children with respect, be a better listener and value their individual ideas, thoughts and feelings.

The way you respond and show that you care matters and sets the foundations for what they will expect from you. Ask yourself: When was the last time you looked at your behaviour policy?

Would you say all staff follow the same boundaries, rules and have consistent expectations of children’s behaviour?

Do you allow children to express their emotions, or do you try to stop them from crying or feeling cross?

Do you model getting things wrong, trying and testing things out, expressing words and emotions Have you heard the saying: “A child who needs the most amount of love, care and attention will ask for it in the most unloving of ways”?

Underneath every behaviour is an emotion. Ask yourself what this child is trying to tell you and how you can support them. Consider what you can adapt for the future.

Trust, confidence and independence When your philosophy underpins everyday practice and you place value on the individual needs, wants and interests of the children in your care, you are showing children that you see them, hear them and notice them. In all sorts of ways,

you are building trust and how well you allow children to make their own choices, try and test out new ideas and ways of doing things, allows children to build confidence and independence.

In the quest to show how children are making progress and how well next steps are planned for, you can become preoccupied with the prime and specific areas of learning and forget all about the Characteristics of Effective Learning (CoEL), when they should be the starting point.

The CoEL are everything that you need to develop your philosophy, design a routine that nurtures children’s emotional wellbeing and to ensure staff are meeting the individual needs of all children. Take this time to re-visit the CoEL with your team, ask yourself this final question: how well established and embedded in your practice are the CoEL and how happy, healthy and comfortable are the children and staff?

Find out more Kate Moxley is an early years consultant and trainer, specialising in wellbeing and mental health.

Twitter: @katemoxleyeyc www.katemoxleyeyc.co.uk www.wellnessforall.org.uk

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Staying safe and social distancing How can you respond to safeguarding concerns during the coronavirus crisis? Here, we look at guidance from the NSPCC on keeping children safe

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ocial distancing is a challenge for us all. For young children it can be harder as they struggle to understand why they can no longer visit their families and friends or attend their usual early years setting. For vulnerable children, this lack of social contact is harder still as some families

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will be struggling without their usual support networks. For practitioners, the partial closure of early years settings also means that there are far fewer chances to spot signs that children may be in need of help.

Alongside this, the risks of domestic violence and neglect have been rising as

families struggle to deal with the lockdown measures and quarantine periods required during the crisis. Very young children are particularly vulnerable during this time as they are less able to speak about how they are feeling and have fewer opportunities to speak with adults.

SAFEGUARDING

Vulnerable children While vulnerable children are still able to attend settings, there have been reports that few of those entitled to still access a place take up the offer. Last month, the BBC reported that just 5% of vulnerable children still eligible to attend schools and early years settings did so in the week before the 2020 Easter holidays.

Despite this, there are still ways of keeping in touch with families while social distancing and making sure you are ready to spot any possible signs that children are in need of help.

If you, or any of your staff team, are still working and have not been furloughed, you can ask families if they would be happy to stay in touch using voice or video calls. Ask well as chatting, you can use these calls to read stories, play games or practice craft activities with children remotely. Practitioners can also check in with parents and carers about how they and the children are coping and what they have been doing to keep busy.

settings’ designated safeguarding leads and/ or SENCOs – if your designed safeguarding lead is unavailable to support this, senior leaders in your setting can take responsibility for this.

You may wish to review your current safeguarding policies in light of the current circumstances. It may be easier to write an addendum or annex related to COVID-19 rather than rewriting it entirely. You should share this with your team and keep it updated as the situation changes.

An NSPCC spokesperson said: “There’s no doubt that spotting signs of abuse is more difficult today than it was just a few weeks ago. Therefore, it’s more crucial than ever for us to remain vigilant and attuned to the needs of the child.

“It’s important to stay in touch and support all families, as lockdown and setting closures will be affecting people in different ways.

Some professionals are using video or going to the doorstep to see the parent and child.

When you speak with the family ask how they are coping, and check whether there has been any deterioration in pre-existing issues such as domestic abuse or their mental health.

“When safeguarding very young children, ask after the child when speaking to their parents to see how they’re being cared for and whether support is needed. Try to obtain an understanding of how the child is sleeping, and if they’re agitated, upset, withdrawn or are displaying any other changes in behaviour.

“As professionals, your role remains to recognise and respond, and by supporting parents you are helping to safeguard the children. We all need to play our part in helping families during this difficult situation, so make sure you share any concerns with colleagues and other professionals involved with the family, or the NSPCC Helpline.”

“As professionals, your role remains to recognise and respond.”

Raising concerns Staff should be clear on how to report any concerns they have during this time. If your usual designated safeguarding lead or deputy is not available in your setting due to illness or self-isolation, you should ensure that another appropriately trained staff member is available – over the phone or via video link if necessary. If this isn’t possible, you can transfer the responsibility to another suitably trained member of your team. Make sure your staff are aware of any changes in who they should report their concerns to.

As many settings are unable to remain open to vulnerable children in this time, you may have some children either joining your setting from elsewhere or leaving your setting to attend another. Relevant information should be shared between both

Spotting the signs Identifying possible signs that something is wrong is particularly difficult under social distancing measures. The NSPCC has shared the following list of signs for anyone to look out for that suggest a child is in possible danger: aggressive or repeated shouting hearing things being broken children crying for extended periods young children being left alone or being outdoors by themselves children not changing clothes or appearing dirty children being withdrawn or anxious These signs alone do not mean that a child is necessarily being abused or neglected but could point to other concerns. If you have any concerns about a child during this time, you should follow your usual safeguarding procedure.

Who are vulnerable children?

Children who have a social worker or an education, health and care (EHC) plan are considered ‘vulnerable children’ and are able to attend early years settings during coronavirus closures. This includes children who have a child protection plan or are looked after. Children may also be considered vulnerable if they have been assessed as being in need or meet the definition in section 17 of the Children Act 1989.

Current guidance from the Department for Education states that settings can also offer a space to children who are “on the edge” of receiving support from social care services.

A provider who is not clear about whether a vulnerable child is eligible for a place should discuss further with their local authority.

Find out more If you are concerned about any child, you can contact the NSPCC helpline for advice and support on 0808 800 5000 or email them at help@nspcc.org.uk.

The NSPCC has created an online hub of safeguarding information for the coronavirus crisis. Visit bit.ly/3cEpYms to find out more.

Taking care of yourself A look at the Alliance’s NEW training bundle: Wellbeing during the Coronavirus outbreak

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he Alliance and EduCare are working together to offer even more practical support to providers in this difficult time. Wellbeing during the Coronavirus outbreak contains five CPDrecognised courses.

These specially selected courses give practical advice on ways to understand and manage anxiety, low mood and depression over the coming months. It also includes guidance on online safety.

These online courses (worth £84.00) are offered completely free to all early years providers and their teams until 30 June 2020. Please do make the most of this unique opportunity.

The bundle includes the following courses: Understanding anxiety The purpose of this course is to help you support children and young people who may be experiencing anxiety.

The course covers important aspects of anxiety such as: the types of anxiety and common causes symptoms that a young person

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may experience both physically and psychological the typical signs of anxiety to look out for in a child or young person the common triggers for anxiety • panic attacks and the typical symptoms people may experience and exercises on how to reduce them why someone may be suffering from anxiety and suggested self-help methods other support methods you can offer someone suffering from anxiety further support on anxiety (e.g. services and helplines available) Understanding low mood and depression The purpose of this course is to help you support children and young people who may be experiencing low mood or depression.

Low mood causes us to feel sad, anxious or worried and is an appropriate reaction to things that we experience in life. Depression, however, is more than simply feeling unhappy or fed-up for a few days. Written in partnership with the School and Public Health Nurses Association, this course will help you support children and young people who may

be experiencing low mood or depression.

The course covers important aspects of low mood and depression such as: the difference between low mood and depression t he main causes and indicators of low mood and depression the signs and symptoms of low mood and depression specific types of depression and the conditions of events related to them ways in which you can help and support people dealing with low mood and depression support available for people dealing with low mood and depression ways to communicate with people suffering from low mood and depression further help and support available (e.g. helplines and urgent support services) Understanding self-harm The purpose of this course is to help you understand what self-harm is, why someone self-harms and how to support the individual.

Self-harm is when somebody intentionally damages or injures their body. A person may

EDUCARE

Don’t miss ou t!

Only ava ilable for FREE un 30 June 2 til 020 Online safety The purpose of this course is to help you understand how technology is changing, the nature of children and young people’s online world, and the risk and protective factors when going online.

The course has a wide range of practical advice on what can be done by you as an individual and by any organisation you work for.

The course was written in partnership with Childnet International, a non-profit organisation working with others to help make the internet a great and safe place for children.

This two-module course will help you to understand the following: Understanding Online Safety

use physical pain as a way of distracting themselves from emotional pain, giving them temporary relief. Written in partnership with the School and Public Health Nurses Association, the purpose of this course is to help you understand why someone self-harms and know how to support the individual.

The course covers important aspects of self-harm such as: what self-harm is and why people selfharm common triggers different types of self-harm indicators that someone may be self-harming the support in place to help someone who is self-harming ways of accessing support for someone who is self-harming further support on self-harm (e.g. services and helplines) Child neglect Child Neglect is written to raise your awareness of neglect and to help you to understand the factors that may contribute to it.

The signs and indicators of neglect will be covered and this course will help you recognise and know what action you should take to report it.

Finally, there is advice on how you can support a child or young person who is experiencing neglect.

This course is suitable for anyone who comes into contact with children and young people of any age in any setting.

This three module course delivers three CPD hours and comprehensively covers: what neglect is and how common it is the different areas of a child or young person’s life that neglect may touch and the cost of neglect to society the key components of effective parenting and the factors that may contribute to child neglect the work of professionals in children’s social care, whose job it is to weigh up all the factors and consider interventions to protect children who may be at risk of harm the signs and indicators that should alert you to the possibility a child or young person is being neglected and how to report your concerns.

violent and extreme content potential risk factors types of content how children can make and receive contact online conduct (e.g. sexting, online reputation) the law and statutory guidance Developing a Safe Online Culture positive conversations reporting promoting good practice scenario (short-term & long-term actions) further support available

How can I access my free bundle?

If you are already an Alliance member - you simply need to log in to your Alliance learning account on the EduCare learning platform to purchase the bundle via the Special Offer shop section of the site.

If you aren’t an Alliance member - you need to fill in a short online form on EduCare’s website and they will email you instructions on how to access your free bundle of courses.

For terms and conditions please visit the Wellbeing in Lockdown page on EduCare’s website.

Any questions?

Call the Alliance on 020 7697 2595 or email info@eyalliance.org.uk.

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Epilepsy: what yo

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SEND

ou need to know We hear from Epilepsy Action about how you can support children with the condition in your setting What is epilepsy?

Epilepsy is a health condition that affects the brain. People with epilepsy have epileptic seizures. Around one in every 100 people in the UK have epilepsy and 87 people are diagnosed with the condition every day.

There are an estimated 10,000 children under five with the condition in the UK currently.

It is one of the most common neurological conditions in the world. Epilepsy can affect children at any age and it can be very scary for them and their family.

What is a seizure?

A seizure is a sudden burst of activity in the brain that temporarily affect how it works. There are around 60 different types of seizure and a person with epilepsy may experience more than one type.

What happens during a seizure depends on the part of the brain affected and how far the activity spreads. During some types of seizure, a child may remain awake of their surroundings while other types of seizure may cause a person to lose this awareness.

A seizure can cause a child to display unusual sensations, feelings or movements.

They may go stiff, fall to the floor and move jerkily. Other types of seizure see children making unusual body movements or repeatedly swallowing, chewing or fiddling with something. Some seizures may cause children to scream or cry out, while others will leave them unable to speak. Seizures may also see children appear to daydream for a few seconds.

How does epilepsy affect children’s learning?

Epilepsy is a varied condition and different children have different experiences. Some will have no significant problems with their learning or behaviour as a result. Others will be severely affected by their condition and may have significant difficulties with language or behaviour. These children will need extra support so that they can be fully included in an early years setting and achieve their full potential.

Children with epilepsy are at a greater risk of learning and behaviour difficulties than children without epilepsy. Research suggests that these often go unrecognised and unsupported. It is important to consider the whole child and think about all aspects of their life and how it could be affected by living with epilepsy.

How can we make our setting suitable for a child with epilepsy?

Every child with epilepsy will be affected differently by the condition. It is important that early years settings speak with a child’s family and, where possible, their healthcare workers to understand how best to support them.

Practitioners should work together to create a written plan detailing how you plan to support the child’s epilepsy while they are at your setting. This should include information on what you will do if the child has a seizure. It should also cover how the setting will help with the social and emotional impact of epilepsy.

Talk to parents about the types of seizure their child has and how often they occur.

You should ask if there are any particular triggers for the child. For example, a child may be more likely to have seizures when they are particularly tired. Some children will experience side-effects from their epilepsy medicine. For example, it may make them feel drowsy at times and need to take additional naps. Your setting may wish to set up a special place for them to rest when they need it.

It might be that the child needs to adapt your usual routine in order to keep them safe. For example, they may not be able to use climbing frames for gymnastic equipment. Any such adaptions should be discussed with parents before being implemented. Remember that every child with epilepsy will have a different experience so it is important to understand their specific needs.

A diary shared with families detailing observations of the child in your setting

can be really useful evidence for the child’s epilepsy nurse or doctor.

What can staff do to prepare for a potential seizure?

Every member of staff who comes into contact with a child with epilepsy should be trained and know what to do if they were to have a seizure. Some settings invite the child’s epilepsy specialist nurser in to provide this training.

Some children may need emergency medication to manage their seizures.

You will need to work with parents and healthcare professionals to plan how you will manage this in your setting.

As a general rule, people should respond to a child have a seizure by staying with them and protecting them from anything dangerous in their surroundings. This may include placing something soft under their head, or staying beside them if they are still able to stand or walk around. It is important not to restrain them and never put something in a person’s mouth when they are having a seizure.

Eyewitness accounts of seizures are very important. They can inform diagnosis and treatment so it is essential to have a system in place for recording them and sharing with families. We have seen settings giving members of staff stopwatches to carry with them so that they can time a child’s seizure if one occurs when they are nearby.

What should I do in an emergency?

If a seizure lasts more than five minutes or a child moves from seizure to seizure without regaining consciousness, you must dial 999.

You should also call an ambulance if you think this is the first time a child is having a seizure or if the child is injured by the seizure or needs urgent medical attention.

Find out more For more information on dealing with epilepsy in your setting, visit the Epilepsy Action website at epilepsy.org.uk or call the Epilepsy Action Helpline on 0808 800 5050.

Pe rs Co on ns al ide So rin cia g y l a our nd edu Em cat ot iona io l p na ro l D gra ev mm el es op m en t

Up close and personal In the next part of our EYFS reforms series, Alliance quality and standards manager Melanie Pilcher explains what the proposed new personal, social and emotional development programme would work in practice

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s one of the three prime areas of learning and development, a child’s personal, social and emotional development (PSED) supports children to learn to get on with others and make friends, understand and talk about feelings, learn about right and wrong, develop

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independence and ultimately feel good about themselves.

Children’s early PSED has a significant impact on their wellbeing throughout life, and crucially underpins their attitude and aptitude for learning as demonstrated through the characteristics of effective learning. On closer

inspection, this may appear at odds with the proposed early learning goals (ELGs) at the end of the early years foundation stage (EYFS) which appear to be more about children ‘conforming’ to an expected way of behaving in the classroom.

In the proposed changes to the EYFS, the

EYFS

text for the educational programmes follows directly on from the early learning goals (ELGs), however we must not allow their proximity to distract from the building blocks that are fundamental to PSED. The ELGs are simply the means by which children are assessed at the end of the foundation stage, in the final year of the term in which they turn five. They are not the curriculum and should not therefore define the setting’s educational programmes.

Every child’s PSED follows a unique developmental pathway through the EYFS that cannot be defined by a bulleted list of statements. PSED is shaped by vital relationships, a safe and nurturing environment and an awareness of the ‘unique child’ at every stage in their learning journey.

It is unfortunate that within the overarching principles of the proposed EYFS, the statement that ‘children learn and develop in different ways’ has been removed, as this neatly articulates how practitioners understand each child’s learning journey but it does remain an indisputable fact that must underpin all educational programmes, including PSED.

Proposed Early Learning Goals Self-regulation – children at the expected level of development will: Show an understanding of their own feelings and those of others, and begin to regulate their behaviour accordingly.

Set and work towards simple goals, being able to wait for what they want and control their immediate impulses when appropriate.

Give focused attention to what the teacher says, responding appropriately even when engaged in activity, and show an ability to follow instructions involving several ideas or actions.

Managing self – children at the expected level of development will: Be confident to try new activities and show independence, resilience and perseverance in the face of challenge.

Explain the reasons for rules, know right from wrong and try to behave accordingly.

Manage their own basic hygiene and personal needs, including dressing, going to the toilet and understanding the importance of healthy food choices.

Building relationships – children at the expected level of development will: Work and play cooperatively and take turns with others.

Form positive attachments to adults and friendships with peers.

Show sensitivity to their own and others’ needs.

Proposed educational programme Children’s PSED is crucial, allowing them to lead healthy and happy lives. It is fundamental to their cognitive development. Strong, warm and supportive relationships with adults enable children to learn how to understand their own feelings and those of others.

Considerations for your PSED educational programmes Key person relationships It is the key person in the early years setting who nurtures a warm, responsive relationship with the child and supports their relationships with their peers and other adults. Children need to feel loved, safe, nurtured, listened to, understood and encouraged in order to grow and develop confidence and self-esteem. These are the foundations of personal, social and emotional wellbeing, which enables the other prime areas to flourish.

Attachment relationships, especially in babies and young children, are the basis of their social and emotional wellbeing. A child forms the prime attachment with their parent(s), as their primary caregivers but can also form a strong secondary attachment with their key person who provides continuity of care and a safe environment within the early years setting.

This strong secondary attachment helps a child to feel secure and creates the right conditions for learning and development to progress. When the key person relationship is valued in the setting, the educational programmes for PSED can be shaped by ensuring that the needs and interests of each individual child are considered from the outset.

The characteristics of effective learning The importance of the characteristics of effective learning is fundamental to the educational programmes for PSED. How

children learn is as important as what they learn for their cognitive development. Their aptitude for learning must be nurtured from the earliest age so practitioners must give priority to the status of the characteristics by including them fully in the educational programmes.

The conflict between what practitioners know and understand about the importance of the characteristics of effective learning and the missed opportunity to further strengthen them in the EYFS can be demonstrated when we look at the proposed ELG for ‘self-regulation’.

The bullet points focus on one element of self-regulation as the ability of children to exert control over their attention thoughts or behaviours to achieve a goal, but fail to refer to aspects of cognitive self-regulation, which includes the ability to control the quality, sequence, and persistence of task-related behaviour and thoughts, all of which are to be found in the characteristics of effective learning as the means by which we build strong learners.

Keeping play at the heart of the educational programmes We must also remember that each of the prime areas of learning and development and the characteristics of effective learning are grounded in children’s play. Young children learn predominantly through play and through it rehearse the important personal and social skills that are essential to their allround development.

While play is not the only means by which children learn, play is when children are in charge with no right or wrong way to do things and where it is ok to make mistakes, to rehearse actions and test ideas. In play, children develop the confidence and selfesteem that is vital to their PSED. Your educational programmes should reflect this by ensuring the focus remains on play-based activities that are purposeful and further supported by practitioners who can scaffold the learning opportunities that play presents.

Overall, practitioners must be confident in their knowledge of child development. They must continue to look past the assessment criteria that comes at the end of the foundation stage and focus instead on developing PSED educational programmes that are built on the strong foundations mentioned here.

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Managing menus Annie Denny, nutrition development manager at the Early Years Nutrition Partnership, shares some ideas for dealing with shortages and disruption in your early years kitchen

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ith supermarket shortages and long waiting lists for deliveries, many early years providers are needing to adapt their usual menus to cope with fluctuating food supplies. It’s important to note that the government has assured everyone that there is enough food coming into shops and that stocks are now starting to return to their usual levels.

But in such an extraordinary situation, it has been necessary for some retailers to limit sales to ensure that people only buy their fair share and that there is enough for vulnerable people and NHS workers. Some vulnerable families may be struggling to access the foods they need at home so it’s particularly important at the moment to help ensure that you are able to offer any children that are still attending your setting nutritious and filling meals and snacks.

Top tips for early years providers needing to adjust their menus Speak directly to your local supermarket

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store manager to establish a relationship with them and to discuss options for getting what your setting needs. This may include allowing you to purchase some items in bulk where necessary.

If possible, set up a business account to order your groceries online, rather than using a personal account. Some retailers allow you to select “nursery” as a category of business. This is because if retailers can take action to support childcare providers shopping for food, they want to quickly identify which online grocery accounts belong to this customer group.

Build links with local food suppliers such as farmers, greengrocers, butchers and plastic-free refill shops. Many suppliers have introduced new or additional delivery services in recent weeks. Some independent food stores and wholesalers sell large packs, or even sacks, of items such as rice. Many have opened up their services to a wider range of customers to

meet the current levels of demand.

Consider partnering with other local providers to bulk buy and share orders direct from farms or other local suppliers or even for an online grocery delivery if necessary.

Some fish and chip shops have been selling 15kg bags of potatoes direct to customers. Many recipes, such as pasta bakes, can be made with potatoes instead of pasta, if you are struggling to get hold of it.

Making the most of your menu Adapt your menus to allow as much flexibility as possible. Broad titles for dishes such as “Fish of the day with seasonal green vegetables”, “Roast of the week with rainbow vegetables”, “Ocean Pie”, “Spring Soup” or “Roasted fruits with yogurt” allows you to adjust ingredients based on what you have available or what can be sourced from the shops on any given week.

NUTRITION

Don’t forg

Always remember to cross-check the suitability of new or different ingredients or products with your list of children’s food allergies – including if you have been given a ‘substitute’ item in an online delivery.

Different brands of the same product can contain different allergens. Even different size versions within the same brand such as mini versions of a standard product can also contain different allergens to the standard size versions.

Minimising waste Limit food waste and make food go further by ensuring portion sizes are appropriate. Research shows that many children are served too large a portion size. For tools to help ensure the right sized portion is served for each child.

You can find more information about children’s portion sizes here.

Encourage children to self-serve their meals and snacks, where possible. This

will help reduce the amount of food that children leave on their plate when they are finished. This is because adults tend to over-serve them.

Allergy concerns Speak with parents of children with food allergies to understand what milks the child can safely consume, in case of problems purchasing some non-dairy or lactosefree milk types. Be certain which types of milk a child can and cannot have such as soya, oat or coconut – many contain other allergens such as soya or nuts, depending on the bran. Like dairy, there are alternatives to milk available in both the long-life grocery section and the chilled area of supermarkets so try both areas of the store if you are having difficulty finding a specific product.

Remember that rice milk should never be given to children under five years of age, due to the levels of arsenic it contains.

What is the Alliance doing?

et!

Children a nd staff should wa sh their ha nds for at least 20 second s before eati ng or drinking a t your setting

We have written to the heads of the UK’s biggest supermarket chains, asking them to support childcare providers during the coronavirus outbreak.

Find out more More support and advice If you’re struggling to purchase certain food items, the following websites provide some great recipes. Remember that not all recipes will be suitable for young children so adapt recipes where necessary. For example, some recipes may have high salt content or ingredients that could be a choking hazard.

Please remember check any new recipes you use against your allergy lists as usual. lovefoodhatewaste.com cookingonabootstrap.com thestudentfoodproject.com

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EYFS in the coronavirus crisis Alliance quality and standards manager Melanie Pilcher explains the temporary changes to the EYFS during the coronavirus crisis

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CORONAVIRUS

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f early years providers are concerned about whether a child is eligible for a place either as a vulnerable child or as the child of a critical worker, they should refer to the criteria stipulated by following the links given in the guidance.

The guidance further elaborates the role of local authorities to work with providers to ensure there are enough places for the children of critical workers and vulnerable children by coordinating provision for children where their usual setting is closed.

The Department for Education launched a new data collection process on 6 April to gather information from local authorities about which children are accessing childcare and whether there are enough places available.

In some cases, a provider may have concerns about a child they consider vulnerable, but who is not yet receiving support. Providers have the flexibility to use their professional judgment in discussion with their local authority as to whether they should offer a place in such circumstances.

The guidance also reminds providers that eligibility for the early years pupil premium, or the disadvantaged 2-year-old entitlement should not be determining factors in assessing vulnerability.

The use of personal protective equipment (PPE) The government has decided that educational staff do not require PPE. This will no doubt cause concern for many providers, but they should be reassured that the PPE they currently use in their day-today running, such as gloves and aprons for nappy changes and dealing with bodily fluids, remain essential.

The rigorous hygiene practices that are already established in an early years setting, including hand hygiene, will continue to provide an effective level of protection where no symptoms are present.

Early Years Foundation Stage (EYFS) The EYFS still applies, however, there are some areas which have been further clarified in response to FAQs as follows:

Ratios Ratios remain the same for private, voluntary and independent early years providers. Exceptions can be made during the crisis, as the EYFS already allows for changes to ratios in exceptional circumstances (3.30).

Providers should ensure that they keep the safety and well-being at the heart of any decision to reduce their ratios during Covid19 and use “reasonable endeavours” to ensure that at least half of their team holds at least a relevant L2 qualification to meet staff:child ratios – although this will not be a legal requirement.

A risk assessment approach will help providers to determine whether they can operate safely. Where this is not the case, they should speak to their local authority to discuss options such as sharing provision or merging with other settings.

Providers that have remained open during the crisis may need to get back to full staffing levels once the period of temporary changes has ended. For these providers, there will be a transitional period of up to two months, where the relaxed requirements around qualification levels will be allowed to continue.

DBS checks These are still required for new staff (3.11). If an application had been made but the DBS disclosure has not arrived, new staff and volunteers can still care for children as long as they are supervised by someone with a DBS check.

Under no circumstances can an unchecked member of staff be left alone with children. We have received several queries from the sector about the portability of DBS checks during this time so it is reassuring to have had clarification that where a worker is already engaged in regulated activity and has the appropriate DBS check, there is no expectation that a new check should be obtained for them to temporarily move to another setting.

The onus remains on the receiving setting to satisfy themselves that the appropriate

checks. This could also include seeking clarification from the existing employer.

Learning and development Early years providers should use ‘reasonable endeavours’ to meet the existing learning and development requirements, instead of this being something they ‘must do’. Providers should tailor their curriculum, or educational programmes, to what is appropriate to the children currently in their care. This will involve ensuring that children continue to be supported to learn and develop in an environment that meets their needs.

Progress check for two-year-olds The progress check at age two will not need to be undertaken during the coronavirus period. Once your setting has reopened fully, you should carry out the check on children who are still within the two- to three-year-old range. This will form part of the summative assessment that the Alliance recommends is done for all children, regardless of whether they are returning or have continued to attend as a prioritised place.

In the meantime, practitioners can hold true to the purpose of the progress check by seeking help for any children whose progress and development give them cause for concern.

EYFS Profile The Early Years Foundation Stage Profile (EYFSP) has been suspended for this year only. Schools are free to complete EYFSP assessments if they are able. Information shared by your setting in support of a child’s transition to school is still of great value, maybe more so, as a summative assessment of the child’s experiences and the progress they have made in their learning and development during lockdown is vital information.

First aid Paediatric first aid requirements (3.25) remain in place for children below the age

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“Social distancing is a difficult concept in an early years setting.”

of 24 months. However, if children aged between two- and five-years-old are being cared for, providers must use their “best endeavours” to ensure one person with PFA is onsite when children are present. If this is not possible, providers must carry out a written risk assessment and ensure that someone with a First Aid at Work or emergency PFA certification is on site at all times when children are on the premises. New entrants (L2 and L3) will not need to hold a PFA certificate within their first three months in order to be counted in staff:child ratios.

If a practitioner is unable to renew their first aid certificate for reasons directly related to Covid-19, the validity of current certificates can be extended by up to three months. This applies to certificates expiring on or after 16 March 2020.

Providers will need to be confident that where certificates have expired they have plans in place to update them asap once the crisis is over which may be a challenge as first aid training is not always easy to access and is likely to be oversubscribed once the restrictions are lifted.

Social distancing The government has made available additional guidance to help ensure that the risk of virus spread for both staff and children is as low as possible. Settings that remain open should: Tell children, parents, carers or any visitors such as suppliers, not to enter

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the setting if they are displaying any symptoms of coronavirus.

Consider how children arrive at the setting and reduce any unnecessary travel on public transport.

Ensure group sizes reflect the numbers of practitioners available and are kept as small as possible.

Stagger lunch and snack times to reduce large groups of children.

Discourage parents from gathering in their lobby/entrance area.

Try to follow the social distancing guidelines Social distancing is a difficult concept in an early years setting. You may want to consider: Suspending circle time activities, or working with fewer children so you can space floor cushions/mats 2m apart.

Changing the layout of your sleep/rest area so that cots or sleep mats are at least 2 metres apart.

Open out or stop using areas that are usually enclosed i.e. book corner or dens.

Suspend activities such as sand and water play or cooking that pose a higher risk of cross-contamination.

In addition to increased hand hygiene, wash children’s hands for at least 20 seconds when they arrive at the setting and before they leave.

PHYSICAL ACTIVITY

Ready? Get set… go!

Having a routine is extremely beneficial to all our lives, for instance, eating breakfast at 7.10am and showering at 7.25am to then catch the bus at 8.15am. Sequences play a big part in keeping us on track. But the past few months have been challenging, where routines have been compromised and everyone has needed to adjust their daily activities.

Whether your provision has remained open, for key worker and vulnerable children, or you have needed to close, changes to our regular daily habits have resulted in a reduced ability to stay active, particularly in the outdoors.

Under these circumstances, it is easy to forget about the importance of understanding how movement and physical activity continues to be important for children’s all-round development.

The UK’s Chief Medical Officers and the British Heart Foundation recommend that children under five years of age are physically active for three hours per day. (Start Active, Stay Active 2011) Therefore, whether children are staying at home or being cared for within a childcare provision, regular activity can start very early with supervised ‘tummy time’ for babies, through to toddlers moving to music, or dancing without music, sharing their delight in their dance using chiffon scarves or ribbons.

The three hours recommended is the minimum of interesting opportunities to move and be amount of time preschool age children should physically active, using equipment easily found in be physically active on any day, and should the home, such as: be spread throughout the day. Therefore, both cushions (large and small, different shapes, early years practitioners and parents need to weight, colours, textures) - useful for pushing, do all they can so that children have access to pulling, stacking, plopping onto environments where they can be active. pillows (different sizes, shapes, textures) Practitioners often think of creative ways to good for lifting, pummelling, pulling, pushing bring children onto their tummies, with even older fluffy throws - good for rolling on, being children enjoying enveloped, exploring space (edges), being racing each other on their tummies together in one defined space crawling on their tummy, aiming to collect boxes (not too big) - good to push, pull, sit beanbags and return with them balancing on in, stack their heads large non plastic bags - good to crawl into, be pulled around in, carried setting up an obstacle course for children to climb through, over and under throwing beanbags into hoops or balls into a bucket, while crawling on hands and knees blowing table tennis balls through a straw along the floor while on their tummies

There is no doubt that infants and young children need infinite opportunities to move and get to know what their bodies are capable of doing, to become competent movers. As the young child becomes more physically able to move, explore their environment and be curious about Children will benefit from activities, such as their world, they will learn to make appropriate spinning and swinging, rolling and falling, decisions, take risks and develop creativity in a activities that make them dizzy. Many children wide range of situations and become life-long will show such joy in doing these activities but if they do not, then adults must observe carefully to movers. For young children to have the best possible chance of reaching their full potential we understand why they are not responding well in need to thoroughly consider our environments these situations. and pedagogy.

Parents can also engage children in a variety

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Leading experts in the field share their extensive knowledge on how the emotional development and wellbeing of a child can be enhanced through physical activity. This publication offers practical and playful advice for both Please visit shop.eyalliance.org.uk, call practitioners and parents on activities that promote literacy and mathematical 0300 330 0996 or email development through the use of movement and play. shop@eyalliance.org.uk.

Moving Right From the Start works in harmony with the delivery of the EYFS, helping to create optimum conditions for children to explore their environment shop.eyalliance.org.uk and learn to be curious about their world. By making appropriate decisions, learning to take risks and developing creativity in a wide range of situations, children become confident life-long movers.

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How does your garden grow?

Alliance quality and standards manager Melanie Pilcher shares some ideas for enjoying gardening with children

T

he start of summer is such an exciting time for young minds. With the weather improving around us, there are signs of regeneration and new growth appearing everywhere. This presents an excellent chance to introduce children to the delights of gardening – wherever or however you are working at the moment.

You do not need a lot of space to start.

You can grow fruit, vegetables and flowers in very little space, while covering every area of learning and development. Gardening is a process that requires some though and preparation – there will be surprises along the way, some things will work and some wont but with a little preparation and plenty of nurturing your plants will grow strong and healthy.

Planning and preparation Before you start work make sure that you have all the right tools for the job. Many of the ‘child sized’ tools available are not fit for purpose, so it’s better to use small adult

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tools such as trowels and hand rakes that are strong and durable. Many gardening centres are offering a local delivery service at this time – you may also have some items in stock that children can use either in your setting or in their own homes.

Watering cans can be made using plastic bottles by puncturing holes in the lids.

Wooden ice cream sticks can be repurposed into plant labels. Wherever children are working, an adult will need to check the soil for litter or animal faeces before they start.

boots and saucepans can all be used. In fact, anything that will hold enough soil for a plant to grow in will be useful. For a creative look, you could stick to a theme and use old baby baths, potties or toy prams.

If you are only able to work indoors, china cups and saucers or other small containers can be used to plant succulents. Avoid cactus plants as the spines can cause an allergic reaction in some children. Opt instead for smooth varieties that are visually appealing and tactile for small hands.

Suitable spaces

Letting go

Think creatively about how you can use any available space to create a garden. If you are lucky enough to have a plot of ground, it can be divided up into sections. Make sure there is adequate space for children to access them.

If you have limited space available then containers are the way to go. Before buying them, look for any resources that can be repurposed. Tyres, wooden crates, wellington

If you have a grassy area that is usually mown, try leaving a strip or area to grow wild. In no time at all you will start to see nature taking its course. A metre square of long grass will become a mini meadow with grass that will attract insects, birds and other wildlife to your outdoor area. Bug hotels and bird feeding stations will add to the effect – again, you can use recycled items here.

ACTIVITY CORNER

Planting seeds Although you can buy plugs and seedlings to start you off, a pack of seeds is much cheaper and offers extra learning opportunities. Seeds come in all shapes and sizes and use some very clever methods to transport themselves.

Whether you are looking at tiny carrot and radish seeds or larger sunflower and pumpkin seeds, they are the best starting point for introducing children to the awe and wonder of nature. See how many different seeds you can find as the summer starts – look for dandelion clocks, pea pods, lupins and sunflower heads.

Good seeds to plant with children include: sunflowers salad vegetables sweet peas pumpkins marigolds courgettes For an indoor exploration, children can watch

“A garden is a grand teacher.

It teaches patience and careful watchfulness.

It teaches industry and thrift. Above all, it teaches entire trust.”

the growth cycle of a runner elements to survive and bean. Place a scrunched-up how they are playing a vital piece of paper inside a clear role in looking after the plastic cup or glass. Push plants. Caring for a plant the bean between paper puts this into context for and the glass and keep it children who need real-life moist with a few drops of experiences to consolidate water. After just a few days, their understanding of the bean will start to sprout difficult concepts. and will soon begin to grow, When it is time to harvest, ready to plant outdoors. talk to children about how Children can also try they can use their senses to placing a carrot top in a look for signs that fruit and Liberty Hyde Bailey, saucer of water. After a few vegetables are ripe. Some horticulturist and botanist fruits change from green days, new ferns will start to appear. You can try the to red, while others swell same thing with a pineapple top – although to bursting point or start to push through the neither of these will create new plants. soil. Observe and taste your fresh produce

Nurturing the plants Children will enjoy the sense of responsibility that comes with tending to a plant. Talk to them about how all living things need basic

once it has been harvested and look for ways to incorporate your harvest into meals and snacks. Children are bound to be motivated to taste something new when they have watched and tended it to fruition over several weeks.

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NUTRITION

Supporting children’s immune systems Annie Denny, EYN partnership nutrition development manager, shares ideas for keeping children’s immune systems healthy during the coronavirus crisis

I

n the current coronavirus pandemic, many families are wondering how they can help support their children’s immune systems and keep them as healthy as possible.

Sadly, a lot of misinformation has been shared on social media. We’ve seen posts suggesting people take supplements, such as elderberry or garlic, or drink certain juices or cut out foods such as dairy and gluten.

Here, we look at some of the common myths currently circulating online: Myth: you can “boost” your immune system with certain foods The term “immune boosting” is misleading.

A boosted immune system is one that is responding to something, such as a food allergen or a disease-causing microorganisms.

It’s important to follow general guidelines for good health to keep your immune system working as it should do. Every part of your body, including your immune system, works better when supported by a healthy lifestyle and protected against the threats of smoking, stress and a lack of sleep.

There are no magic bullet foods or supplements for the immune system.

Myth: modern food is low in vitamins and minerals so you need supplements A varied and balanced diet will provide the right quantities of vitamins and minerals that most children need for their immune system to work normally.

There are, however, some supplements that are recommended for children under five: The Department of Health recommends that all children aged between six months and five years old should be given vitamin supplements containing vitamins A, C and D every day.

Babies that drink more than 500ml of infant

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formula a day should not be given vitamin supplements. This is because infant formula is already fortified with these vitamins.

Fact: Vitamin D supplements are important for good health Vitamin D contributes to the normal functioning of the immune system. While we can get most of the vitamins and minerals we need from our diet, vitamin D is only found in a small number of foods.

The body usually creates vitamin D from sunlight on the skin while outdoors but between October and early March, we don’t get enough in the UK. Children aged one- to four-years-old should be given a daily supplement containing 10 micrograms of vitamin D. Adults may also wish to take a vitamin D supplement during the winter months – this may particulary apply during the lockdown period, when it may be hard to get outdoors.

Vitamin D supplements or drops can be bought at most pharmacies and supermarkets.

Some families may be able to access the Healthy Start scheme, which offers free supplements containing the recommended amounts. For more information, visit www.healthystart.nhs.uk.

Fact: more is not necessarily better While a vitamin deficiency can have an impact on immunity, once “adequate status” has been achieved, higher intakes are no longer beneficial.

In fact, too high a dose can create more work for the body. Some vitamins and minerals can be toxic at high doses.

High doses of vitamins and minerals should not be given to children unless their parents have been advised to do so under the advice of a doctor.

Parents should try to provide children with a balanced diet of vegetables and fruits, wholegrains, protein, fats, dairy – or plant-based

alternatives. This will provide them with all the vitamins and minerals they need to support their immune system.

Staying active indoors, getting fresh air when possible and sleeping well will also help children stay healthy in this time.

Here are some nutrients that help the immune system function normally and the foods they can be found in: Vitamin A – carrots, sweet potato, butternut squash, cantaloupe melon, papaya, cheese, eggs and green leafy vegetables Vitamin B6 – poultry, fish, fortified breakfast cereals, soya beans, sesame seeds, banana, avocado and green peppers Vitamin B12 – meat, fish, shellfish, milk, cheese, yoghurt, eggs, yeast extract and fortified breakfast cereals Vitamin C – citrus fruits, blackcurrants, strawberries, papaya, kiwi, green vegetables, peppers and tomatoes Copper – bread, breakfast cereals, rice, quinoa, meat, fish, pulses, avocado, dried fruit, seeds and nuts Vitamin D – oily fish, eggs, fortified breakfast cereals, fortified spreads and fortified dairy products Folate – green vegetables, pulses, oranges, berries, nuts, seeds, cheese, bread and fortified breakfast cereals Iron – red meat, beans, pulses, nuts and seeds, fish, quinoa, wholemeal bread and dried fruit

Selenium – Brazil nuts, cashews, sunflower seeds, eggs, fish and shellfish Zinc – meat, poultry, cheese, nuts and seeds, wholegrain breakfast cereals and seeded bread

Choosing a supplement If families are worried during the coronavirus outbreak that their children may not be able to follow a healthy, balanced diet for any reason, then a general vitamin and mineral supplement might be helpful.

Own brand supermarket or pharmacy supplements can be purchased cheaply – there is no need to buy more expensive branded supplements. Families should look out for ones that include minerals such as zinc, selenium and iron as well as vitamins.

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 a Bronze Teddy Time membership worth £150 Teddy Time’s structured fitness and nutrition programme offers providers an online course, more than 100 downloadable activity sheets, trackers and game packs, a Teddy Time book, bear and access to Teddy Time videos.

For more information about the Teddy Time programme, visit www.teddytime.net.

All Under 5 readers can also access a

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.

discount in May - simply use the code “may10” at the checkout to receive your discount.

For your chance to win the Bronze Teddy Time membership, simply send your answer to the following question, along with your name and contact details to competitions. u5@eyalliance.org.uk using the subject line “Teddy Time”:

The Department for Health recommends that children aged between six months and five years old should be given a supplement containing vitamins A, C and D every day. Is this true or false? (hint: see page 32) a) true b) false

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

Under 5 Magazine Early Years Alliance 50 Featherstone street, London, EC1Y 8RT T: 020 7697 2521 E: editor.u5@eyalliance.org.uk

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