Under 5 October 2021

Under 5 the magazine of the early years alliance

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October 2021

M a Boogie ck a Music P 150 worth £

Smile, please!

Promoting dental hygiene

Go nuts for autumn Make the most of the season

The parent perspective Campaigning for fairer funding

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welcome

Welcome to Under 5

News

All the latest news updates from the early years sector

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My Under 5

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The parent perspective

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Joining the virtual classroom

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Smile, please!

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What is the EYFS?

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Therapeutic play

Alliance members share good news and updates from their settings How parents can help fight for fairer funding An update from the Alliance training team How one setting is improving children’s dental hygiene A guide to share with parents on the EYFS reforms

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How play can boost children’s wellbeing

22 Going nuts for autumn

Activity ideas to enjoy this season

25 Have a healthier Halloween

Nutritious snack ideas for celebrating Halloween with children

27 FAQs: chickenpox vaccines

Answering common questions on the chickenpox vaccine

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28 Vaccination considerations

A legal guide to vaccine requirements for children and staff

30 Meeting the parents

How to set up a parent forum at your provision

32 Have a wholesome Halloween

Family friendly ideas to share with parents

33 Competition

WELCOME & CONTENTS

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With crisp mornings and darker evenings on the way, we’re celebrating the start of autumn in this issue, with lots of fun activity ideas. To start, we’ve shared some fun ideas for making the most of natural resources in your early years provision (page 22). We’ve also got some nutritious ideas for making healthier Halloween-themed treats (page 25). For more Halloween ideas, there are also some ideas to share with families to help them celebrate in an family friendly way.

We’ve also shared a parents’ guide to the Early Years Foundation Stage and the recent changes (page 18). We’ve tried to make the page easy to scan, photocopy and share, or if you would prefer, you can find the same text on our Family Corner blog to share with families digitally - visit familycorner.co.uk.

Also with parents in mind, we’ve shared an update on our funding campaign explaining how families can be allies in the fight for fairer rates (page 10). We’ve also included a quick guide to setting up a parent forum at your setting (page 30).

With early years providers now working with the new EYFS, we’ve heard how one setting has been promoting oral health and dental hygiene to help you make sure you’re now meeting this part of the requirements (page 14).

After the successful rollout of the government’s coronavirus vaccination, we’ve heard from the team at Law-Call about the legal issues around requiring vaccines for both staff and children (page 28). We’ve also got a quick update on chickenpox vaccines, which some children and staff at your setting may require (page 27).

As ever, it’s been great to hear from our readers about the special events and celebrations they have been hosting in recent weeks. Please do keep sharing your good news with us for My Under 5 editor.under5@eyalliance.org.uk.

Rachel Lawler, editor

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in brief...

VACCINE FATIGUE: The number of children having their first dose of MMR vaccine has fallen by 2% since England’s first lockdown, according to the JCVI, with experts blaming “vaccine fatigue”.

Nadhim Zahawi replaces Gavin Williamson

round-up Will Quince replaces Vicky Ford as children and families minister Will Quince has replaced Vicky Ford as children and families minister at the Department for Education. Vicky Ford has joined the Foreign Office as parliamentary under-secretary of state.

Writing on Twitter, Quince commented: “I am delighted to have been appointed as a minister at [the Department for Education]. I am thoroughly looking forward to working with Nadhim Zahawi and the team to improve the life chances of children and young people.”

Quince was elected MP for Colchester in 2015 and has previously served as parliamentary under-secretary of state at the Department for Work and Pensions.

Neil Leitch, chief executive of the Alliance, commented: “We welcome Will Quince to his new position as children and families minister and congratulate him on his new role. There is no doubt that Mr Quince takes up this position at a particularly difficult time for the early years sector, with the ongoing funding crisis, sustained recruitment and retention challenges, and of course, the continued impact of the Covid-19 pandemic.

“With the Spending Review just weeks away, it’s evident that the Department for Education must do much more to make a clear, convincing argument to

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the Treasury about the need for greater investment into the early years - and as children and families minister, it is now the responsibility of Mr Quince to lead on this work.

“As such, we look forward to working closely with him to ensure that the views, needs and concerns of providers are represented at the highest level, and that our sector finally gets the respect, recognition and support it both needs and deserves.”

Nahim Zahawi has replaced Gavin Williamson as education secretary in the Prime Minister’s cabinet reshuffle.

Writing on Twitter, Williamson confirmed his departure, commenting: “It has been a privilege to serve as education secretary since 2019. Despite the challenges of the global pandemic, I’m particularly proud of the transformational reforms I’ve led in Post 16 education: in further education colleges, our Skills agenda, apprenticeships and more.

This programme will create better life opportunities for pupils and students for many years to come. I look forward to continuing to support the Prime Minster and the government.”

Nadhim Zahawi has been named as his replacement after being promoted from his role as parliamentary under-secretary of state for the Covid-19 vaccine deployment.

Zahawi previously served as parliamentary under-secretary of state in the Department for Education in 2018, with responsibility for the early years. Zahawi left that role in 2019 to join the department for Business, Energy and Industrial Strategy before taking on responsibility for the vaccine roll-out in November 2020.

Neil Leitch, chief executive of the Alliance, commented: “We welcome Nadhim Zahawi’s appointment as education secretary and look forward to working closely with him in his new role. There is no doubt that he takes over the Department for Education at a critical time, with the Spending Review just weeks away. For far too long, the early years has not been given the same respect or recognition as schools, colleges or universities, and this has undoubtedly been reflected in the sustained lack of support – both financial and practical – that the sector has received over recent months and years.

“Given his previous post as early years minister, Mr Zahawi’s appointment marks the opportunity for a new approach, one in which the early years is finally recognised and valued as an integral part of the education sector. We hope that he will embrace this opportunity and look forward to working with him in the months to come.”

FLOUR BOOST: Folic acid will be added to the most commonly used flours in the UK to prevent spinal conditions in babies.

GOING VEGGIE: One in four families in the UK is now following a ‘flexitarian’ or meat-free diet, according to a survey by Quorn.

Reports suggest recovery commissioner will not be replaced The government is said to have no plans to replace Sir Kevan Collins as education recovery commissioner, according to Tes. Collins resigned earlier this year after the government announced a £1.4 billion package of recovery funding, much lower than the £15 billion he is believed to have recommended.

The Department for Education has told Tes that it has no plans to replace Collins “at this stage” and that it was continuing to work with stakeholders on a catch-up plan.

Neil Leitch, chief executive of the Alliance, said that this latest development was “concerning” given

the scale of the issues facing early educators. He commented: “We are incredibly concerned by reports that the government is not planning to appoint a new education recovery commissioner. Children and young people across the country have lost huge amounts of learning over the last 18 months, and it beggars belief that the government does not think it necessary to have anyone leading its education recovery programme.

“Sir Kevan Collins set out an ambitious plan for recovery and crucially, championed the early years and the need for much greater

97% of parents think childcare is too expensive, survey reveals Parents believe that early years in the UK is too expensive and ministers are not doing enough to support families with the cost and availability of early years, according to a new survey.

Conducted by Mumsnet, Pregnant then Screwed and other leading family organisations, the survey polled 20,000 working parents about their views on childcare. Most (96%) said that ministers were not doing enough to support early years and (97%) that childcare in the UK is too expensive.

A third of those surveyed said that they spend more on childcare than they did on their rent or mortgage, rising to 38% for those in full-time work and single parents and to 47% in families from a black ethnic background.

Neil Leitch, chief executive of the Alliance, commented: “We know that the cost of care and early education is a huge burden for many families across the country - but the harsh reality is that without adequate government funding, costs are likely to continue to

rise. For years, funding rates for the so-called ‘free childcare’ offers have fallen short of the cost of delivering places, leaving nurseries, pre-schools and childminders with two choices: increase fees to plug the gap, or risk going out of business completely.

“Given that the government’s own policy documents describe fully funding the early years sector as ‘unaffordable’ and predict that inadequate funding rates will lead to rising costs for parents, it’s hard to imagine that these survey findings will come as any surprise to anyone in government, despite all the talk of ‘record investment’ into the sector.

“Both parents and providers have been expected to put up with far too much for far too long. If the government is genuinely committed to providing affordable, quality care and education to children and families, it needs to ensure that our sector has the funding we need to actually deliver it.”

“For years, funding rates have fallen short of the cost of delivery.”

post-pandemic support for our sector.

Given how overlooked and undervalued our sector has been throughout the pandemic, his resignation was already a great cause for concern. The news that government isn’t bothering to replace him is even more worrying. If the education recovery programme is to have a genuine, tangible impact on children and young people, the government first needs to recognise and acknowledge the scale of the challenge we are currently facing.

Without an independent voice leading this process, it’s hard to see how this will happen.”

National Insurance contributions for employees and employers set to increase National Insurance contributions will increase from April 2022, the government has announced.

The plans will see contributions increased for both employers and employees by 1.25 percentage points – from 12% to 13.5% – in a bid to raise £12 billion for social care and the NHS. From 2023-24, the tax will be renamed the “health and social care levy” on payslips and it will be extended to apply to employees of pension age.

Neil Leitch, chief executive of the Alliance, commented: “The rise in National Insurance contributions announced today will put even greater pressure on early years employers, many of whom were already struggling to afford yearon-year increases in the national minimum and living wages.”

The government also announced plans to announce its autumn Budget and Spending Review on 27 October 2021. The Spending Review will set government budgets for the next three years, from 2022-23 to 2024-25.

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4.3 million parents are unable to access early years support A new report from Action for Children has warned that 4.3 million parents of young children in England have been unable to or are struggling to access support for their child.

The report says that 82% of parents with children under five have been unable to access support and more than three quarters (78%) are worried about the impact on them or their child. Parents were found to be worrying about their child’s social and emotional wellbeing (45%), their own mental health (45%) and

their child’s inability to make friends and socialise (44%).

The charity has called on the government to use the upcoming Spending Review to increase access to children’s centres and family hubs.

Neil Leitch, chief executive of the Alliance, commented: “Children’s centres are an absolutely vital source of support for children and families – particularly those from disadvantaged backgrounds - and yet, for many years now, we have seen funding for these vital services

continue to be cut. As a result, hundreds of centres have closed over recent years, with many of those that remain open offering little more than a skeleton service.

“With many parents not only worried about the impact of the pandemic on their children’s development, but also facing challenges of their own – from loneliness to mental health difficulties to parenting concerns – it’s clear that much more must be done to ensure to ensure that all families are able to access the early support they need, when they need it.”

Rates relief for early years providers in Wales extended until 2025 Registered early years providers based in Wales will benefit from 100% business rates relief for an additional three years, the Welsh government has announced.

This means that early years providers in Wales will not have to pay business rates until 31 March 2025, saving the sector up to £9.7m.

“There is no reason that policymakers in England cannot do the same.”

Deputy minister for social services in Wales Julie Morgan commented: “We are committed to investing in Wales’ childcare sector. It is vital we recognise the essential service childcare settings provide to families, offering positive and caring environments for our children and helping parents to access employment, education or training.

“The pandemic has had a devastating impact on businesses across Wales and childcare settings have been severely impacted. The pandemic has created new, and exacerbated existing challenges

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for childcare settings. The extension of the rates relief will help registered childcare premises continue the crucial work they do and help to ensure they remain viable businesses.”

This update comes shortly after the Scottish government suspended business rates for early years providers until “at least” June 2023.

Neil Leitch, chief executive of the Alliance, commented: “If the Scottish

and Welsh governments can recognise the need for such action, then there is no reason that policymakers in England cannot do the same. As such, we urge the government to use the upcoming Spending Review to announce the extension of business rate relief rates for all eligible early years settings – or better still, a permanent exemption for the sector – alongside much-needed wider early years funding reforms.”

Children no longer classed as “clinically extremely vulnerable” Children and young people under the age of 18 will no longer be classed as clinically extremely vulnerable (CEV), the government has announced. Only “a very few individual” children may be given specific advice about the need to still take further precautions.

An update from the Department for Education confirmed that: “Clinical studies have shown that children and young people, including those originally considered to be clinically extremely vulnerable (CEV), are at very low risk of serious illness if they catch the virus. The UK Clinical Review Panel has recommended that all children and young people under the age of 18 should no longer be considered CEV and should be removed from the Shielded Patient List, the national database of

people considered clinically extremely vulnerable.

“All children and young people should continue to follow the same guidance as everyone else, which can be found at www.gov.uk/coronavirus. For a very few individual children specific clinical advice may be given and this should continue to be followed.”

All families of CEV children in England have been sent a letter from Professor Jennifer Harries, chief executive of he UK Health Security Agency, confirming that their children should follow the same guidance as everyone else. Before shielding advice came to an end in April 2021, around 52,000 children under 18 were following the guidelines – although many families are thought to still be taking extra precautions and remaining at home.

Learn about our Early Years portal by visiting: www.1decision.co.uk Our award-winning Early Years portal has been designed to meet the requirements of the new Early Learning Goals (ELGs) and cover several key areas, with a main focus on Personal, Social and Emotional Development (PSED).

Students are guided through the resources by our colourful Rainbow Drop characters. Throughout these resources, the Rainbow Drops will go on many adventures and learn a lot about the wider world that they live in, whilst supporting children to over-come potential barriers now and in the future. Contact us for a FREE TRIAL! The 1decision Early Years portal provides read-to-me storybooks, animations, mini-yoga, talking and sorting games, mindfulness videos, phonics videos, flash cards and so much more.

NEW to 2021

Our brand-new app ‘RainbowSmart’ helps to connect Early Years settings with home and the community. Parents, carers, and childminders can now download our award-winning content to continue support children’s social and emotional learning and home.

Our Early Years portal and the ‘RainbowSmart’ app supports children to:

• Manage their emotions • Develop resilience • Manage stress • Solve problems Download RainbowSmart today or visit www.1decision.co.uk for more information

• • • •

Create healthy relationships Develop empathy Behave appropriately and much more!

NEW

Alliance CPD-recognised online course available

Musculoskeletal Wellbeing in the Early Years Workforce will benefit anyone employing staff or working in environments designed for children.

It will: increase your understanding of the risks of back pain, knee strain and other MSDs raise awareness of specific risks for this sector advise on how to assess, record and address said risks explore legal aspects and responsibilities to protect both employer and employee offer practical solutions to improve the health, safety and wellbeing of practitioners Available FREE to Alliance members as part of their membership package. Non-members can buy for a special price, only £10.50 plus vat.

Visit eyalliance.org.uk/back-pain to find out more

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

Ofsted

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cess Boys a nd Girls Nursery receivin in Stan g a ‘go more is o d’ ratin celebra the rati g from O ting aft ng. The fsted – er inspecto markin setting r c g 11 ye ommen are “cu a te ri rs unde o d u th s at child the tea and ex r m’s “hig plore a ren at th n h d e a in m v Natash estigate bitions ” for ch a Kirby ” and p ildren’s comme raised and we learnin nted: “I look fo g. Direc c o u ld rw n tor a ’t rd b many y e proud to prov ears to iding h er of th come.” igh qua e team lity chil dcare fo r

lidays

Healthy ho

Top rating

in re-school Hatheron P e Children at th in jo to e delighted Walsall wer od scheme o F in es iti iv g Holiday Act s, providin mer holiday m su e th r e ove od over th d healthy fo d activities an ren enjoye . The child ay lid o h l o o sch school and tball, forest oking dance, foo as daily co es as well iti tiv ac pe er re oth offered ci were also ey h T s. n o ith less d make w ke home an packs to ta es. their famili

The team at Buttercups Nurseries in west London has been listed in Day Nurseries Top 20 providers for the fourth year in a row. The awards are based on votes from parents and highlight popular settings in local areas. Carol Whitehouse, principal at the setting, said: “We are thrilled that our parents continue to rate us so highly!”

Ahoy me hea

rties!

Children at Lo ngham Pre-s chool in Dor Like a Pirate est celebrat Day in Septe ed Talk mber by dres pirate-them sing up and ed activities enjoying .

Th ey used fine pieces of eigh motor skills t from a tuff to retrieve tray using to skills to mop ngs and gros the deck ou s motor ts ide. They also treasure ches made sparkl ts and telesc y swords, opes and th help develo en walked th p balance an e pl ank to d coordination. drew a map One of the ch , which was ildren then used fo r a treasure hunt!

What’s been happening in your setting?

Under 5 wants to know! To share your own stories, please email editor.u5@eyalliance.org.uk with the subject line ‘My Under 5’.

The parent perspective Shannon Pite, communications and external affairs director at the Alliance, explains how parents could help the early years sector campaign for better funding

: the U Affordable childcare is an illusion’: Ho e cost is insancehildca h T nursery costs are pushing mothers ou w spiralling unable to afford t of work

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ooking at some of the headlines from the past few weeks, you’d be forgiven for thinking that we had returned to the bad old days of the ‘greedy early years provider’ narrative. Who can forget the 2014 Telegraph article that described settings charging for food and nappies as ‘Ryanairstyle nurseries’, or when television presenter Matthew Wright accused providers of “running off into the sunset with taxpayers’ cash”?

But dig a little deeper and it soon becomes clearer that these new articles on rising childcare costs aren’t criticising the sector at all. In fact, the opposite is true.

A recent piece from Guardian columnist Gaby Hinscliff, headlined: Lockdown has made UK families reconsider the cost of childcare – and they’re furious, states: “Wages for early years staff are embarrassingly low, given we trust them with the most precious thing in our lives[…] Somehow we have ended up with a system that’s too expensive for parents (especially single parents) but not lucrative enough to pay staff properly.” She later adds: “There’s a worrying gap between what the state pays providers for supplying

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those free places and the actual cost of doing it, which means free places get harder to find and costs for younger toddlers or parents needing longer hours are pushed up to compensate.”

Slowly, but surely, awareness that high costs for childcare and early education aren’t a consequence of ‘greedy providers’, but rather, a result of years and years of sustained government underfunding, is growing.

Parent-led campaign A recent government e-petition launched by campaigning group Pregnant Then Screwed in partnership with women’s magazine Grazia has called for an independent review of not only childcare affordability, but early years funding as well. The petition itself, which gathered more than 100,000 signatures and prompted a parliamentary debate in September (see box-out) states: “Childcare workers are paid so badly that one in 10 are officially living in poverty. Meanwhile, a lack of funding has resulted in 2,087 childcare settings closing in England in the first 3 months of 2021 when provision was already low.”

The cost of childcare There is an – understandable – tendency for those of us in the sector to feel defensive when confronted with headlines about high early years costs. “Why shouldn’t parents be willing to pay a lot for the care and education of their children?” is a question that is often asked by providers on social media in response to such news reports.

But if you’re a parent of a young child living in a country with some of the highest childcare costs in the world, who has been promised access to ‘free childcare’ and listened to repeated government claims of a ‘record investment’ into the early years sector, only to find yourself spending a huge proportion of your salary on care and education each month, then it’s surely understandable that you might feel aggrieved.

That doesn’t necessarily mean that parents do not value early years provision, or that they feel it should be delivered on the cheap. Increasingly, outrage about childcare costs isn’t criticism of the early years itself, but rather, frustration and anger that the

CAMPAIGNING

What do the politicians say?

UK parents are High cost of childcare in UK makes low-income parents resort to food banks government isn’t doing more enable access to affordable, high-quality early years places. And isn’t this what we in the sector have been saying for years?

The government documents that we at the Alliance obtained after a two-year Freedom of Information battle with the Department for Education battle revealed that the government not only knew that early years funding levels were nowhere near enough to cover the cost of delivering places, but that they knew that this would push up costs for parents, particularly those of younger children. Parents and providers have both been treated appallingly by government and we need to work together if we are ever going to change things. Parents who complain about high childcare costs are not the enemy – they are potential allies.

Strength in numbers So what can we do? At the recent debate on early years funding and affordability, a number of MPs talked about the letters or local surgery visit they had received

from parents concerned about childcare costs. If you’ve ever written to your MP, you may have been disappointed by the impersonal cut-and-paste response you received – but don’t let this fool you.

If enough people write to an MP on a particular topic, it will become impossible to ignore.

That’s why, ahead of this year’s Comprehensive Spending Review, we have produced easy-to-use online template letter that parents can email to their local MP by simply filling in a few details. Why not share the link – bit. ly/EYspendingreviewparents - with your parents and encourage them to speak out for your setting, and the wider sector? You can also use our provider template yourself if you haven’t done so already – just visit bit.ly/ EYspendingreviewproviders.

There is a real momentum around the call for greater government investment in childcare and early education. It’s time now for us all to speak with a united voice and make this moment count!

“Childcare is as necessary for parents to get to work as the roads and the rail network, so why do we not approach and fund it as the vital infrastructure investment that it clearly is?”

Catherine McKinnell MP “Failing to invest in childcare is baking inequality into our system for parents and children alike” Stella Creasy MP “The future of the sector is in peril, and with it the benefits that it brings to children.”

Steve Brine MP “Early years staff have worked incredibly hard during the pandemic, sometimes putting their own health at risk to ensure our children are cared for. I thank each and every one of them” Wera Hobhouse MP “Early years are critical for a child’s development and for determining their life chances, but the childcare sector faces pressures because of Government neglect over the last decade.”

Ellie Reeves MP

(Quotes taken from the Westminster Hall debate on commissioning an independent review of childcare funding and affordability, which took place on 13 September 2021) UNDER 5

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Joining the virtual classroom The Alliance’s service manager Juliette Moran and business manager Kath Duffy explain how their Virtual Classroom offer has been benefiting early years providers

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TRAINING

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s early years educators, we recognise the difficulties that come with staff training as well as the crucial need for staff to keep their training up-to-date. This is both a statutory requirement and necessary for staff progression and development.

So what can providers do when there is no cover available for staff to attend training? We know that it can be difficult to release staff, especially when more often than not the training will be held at a venue some distance away from your usual place of work. And that’s before you’ve even considered the cost of travel.

In the last 18 months, the Alliance has quickly moved to an online delivery model for our courses. We have trained our team in online delivery and have been taking feedback, via our Alliance Connect events, to make sure we know what providers want from us.

Growing confidence At first, the online environment was an unusual one for many of us. The atmosphere was completely different to in-person sessions. Many providers were shy at asking question – and many of us kept our cameras off and our microphones muted!

Since then, many providers have seen that online training sessions can be delivered to their whole staff teams at the same time, with everyone working from the comfort of their own homes. We have seen providers grow in confidence in their interactions, turning their cameras on and raising their hands in order to get as much from the training sessions as possible.

But it’s not just the newfound confidence that has been a driving factor in the success of these courses, it’s the convenient and stress-free nature of remote learning. One of our delegates commented: “I am at university, so I find I can fit virtual classroom in around my work and other study commitments. It makes things very convenient with no travelling time, no need for PPE or other restrictions because you can be in the comfort of your own home.

Various physical training venues can be uncomfortable, especially in an evening and a bonus for some is no childcare issues due to the sessions being online.”

It’s not hard to see how making training available online and at different times of the day is a positive development for your staff. As your staff and managers are able to take advantage of training and development opportunities, your children and families will also benefit from having enthusiastic educators, with all their up-to-date knowledge.

Responding to needs That said, we know that screen fatigue is a growing issue in our increasingly online world. For this reason, we’ve ensured that all of our sessions are no longer than two hours long and always have breaks built into our conferences and longer sessions.

We’ve also developed new courses in direct response to providers’ needs and hosted sessions on topics such as The Learning Walk, the New EYFS and Ofsted Inspections.

We’ve also been commissioned by local authorities to deliver our training packages and suites.

Rachael Singleton, early years outcomes manager at Kirklees Local Authority, commented:

development. The commission was to host virtual sessions and provide routine monitoring and evaluation. Regular meetings allowed for both partners to discuss feedback and attendances and as a consequence we have been able to adapt and share new ideas or change sessions to better meet needs.

Feedback is now informing new ways of working together and high-quality virtual hosting from the Alliance will be harnessed to support focussed training and place-based provider forums within an anticipated ‘blended’ professional development approach moving forwards.”

Blended training model All of that being said, however, there is of course still a place for face-to-face delivery for some our training courses as we know that these will still work best for some learners. On a recent session of our ‘EYFS Getting to Grips – an Overview of the Changes’ course, a delegate commented that she felt the interactions were “lovely and warm” and that she could “read everyone’s body language much more clearly”.

While many of us were forced us to withdraw from in person events to stay safe last year, but we must not forget that we, as a species, thrive on physical interactions and are social animals.

Our next challenge is finding the right mix of physical and the virtual sessions going forward. But one thing is for sure though – a blended model of delivery is definitely here to stay!

Online training sessions can be delivered to their whole staff teams at the same time with everyone working from the comfort of their homes.

“Kirklees have worked very successfully with the Alliance to commission a substantial suite of training for providers underpinning good practice and supporting the upcoming changes to the Early Years Foundation Stage, Sept 2021. To date there have been 616 attendances from over 140 settings. This commission started during 2020 as we all had to adapt to new ways of accessing professional

Find out more Find out more and book your place on Virtual Classroom sessions online at portal.eyalliance.org.uk/EventsWorkshops.

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BEST PRACTICE

Smile, please!

With one in four children experiencing tooth decay, dental hygiene is a serious concern in the early years. Here’s how one setting is tackling the issue head on...

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ith one in four children in England experiencing tooth decay and tooth extractions remaining the leading cause of childhood hospitalisations, Gemma Pudney, manager at Rascals Day Nursery based in Gorleston, near Great Yarmouth, knew that the setting needed to do more to support children’s oral hygiene.

“We have good contacts with one of our local dentists,” Gemma explains. They were asked if they wanted to join the local Healthy Smiles accreditation, which is available to services working with young and primary school children to help them adopt ‘toothfriendly practices’. “We jumped at the chance,” she says. “We know how poor dental hygiene is for under-fives in Norfolk. It was a really big thing for us to work on - especially after the lockdown as people were not getting their children in to see dentists.”

Since the pandemic, with many routine appointments cancelled and waiting lists for NHS patients growing, it’s likely that this situation has worsened. After a requirement for oral health to be included within Physical Development Health and Self-care under the new EYFS, it’s also now something that all early years providers will have to cover.

Families first To get started, Gemma and her team decided to speak to their families about their proposals, starting with a questionnaire about their children’s tooth-brushing habits. “They were quite excited,” she says. “We didn’t have any children at all who had signed up to a dentist, which was quite frightening really. We couldn’t believe how bad it was.”

They also conducted a survey with the children themselves, asking them if they knew what a toothbrush was, asking them to identify them from a selection of pictures and listening to their stories about brushing their teeth at home.

Training and support As part of the accreditation, the nursery was

able to take part in free training sessions on Zoom, which Gemma says were “really beneficial” for her team. Many staff members were shocked by some of the statistics shared.

“They made it more real – we don’t necessarily realise how important teeth are in the early years. They can affect speech, confidence – a lot of things.”

The team also learned that oral hygiene routines should start much earlier on than many families realise. “A lot of parents think that toothbrushing should start when children have teeth,” Gemma says. “But actually it’s very good to start at around six or seven months old just to get them in that bedtime routine and to clean their mouth and tongues.”

Toothbrushing plan Following the government’s coronavirus guidance, the team introduced dry-brushing into their daily routine. The children use toothpaste without water so that there is no need to use sinks, spitting into paper towels instead. “From start to finish, the whole thing probably takes around six or seven minutes,” Gemma says.

The setting has also been using a set of rubber teeth, adding them to a tuff tray with lots toothbrushes for children to explore. They’ve also been teaching the importance of handwashing and about the dangers of germs as part of the accreditation. “We fill rubber gloves with ice and colour them in with marker pens.

Then the children can try to get them clean.”

Healthy eating Rascals has always had a focus on healthy eating, preparing all meals freshly on site each day, the new focus gave them a chance to rethink a few items on their snack menus.

They also changed their usual policy on treats bought into the setting for celebrations. “If it is a child’s birthday, for example, parents might send in cake,” Gemma explains. “We’d offer them that instead of their usual dessert or let them take it home instead.” They’ve also

seen many families switch to offering birthday stickers instead of cakes as well.

The nursery also put a focus on sharing their findings with families to help them make better choices at home too. Gemma says: “We just tried to give parents as much information as we could.” With many dentists still not taking on any new NHS patients in the area, the team are sharing contacts with local dentists so they can take advantage of spaces as and when they become available. “We’re doing everything that we can really because we know that they’re not getting the support that they should be at the moment.”

A real impact The response to the changes has been huge, with all parents reporting positive changes in their children as a result. The team ran another questionnaire with parents again at the end of the accreditation and while most parents had still struggled to get registered with a dentist, the families had all still reported positive changes.

“The parents had noticed that their participation in toothbrushing, taking care of their teeth and watching what they were eating had improved so much,” Gemma says. “It was amazing for all of us as we’d worked so hard to embed that.”

“There was one little girl would not put a toothbrush anywhere near her mouth for about two weeks. She was really quite distressed about it,” Gemma says. “Now – she can’t wait for toothbrushing time!” With stress around toothbrushing often disrupting bedtimes, the impact of this newfound confidence for many children will be huge.

Tooth decay in numbers 1 in 4 children in England has evidence of tooth decay.

Each affected child will have an average of between 3 and 4 teeth needing treatment.

9 of out every 10 tooth extractions amongst children could have been prevented.

Music and the revised EYFS Boogie Mites explains how music can be linked to development and how this is highlighted in the new Development Matters and revised Early Learning Goals

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usic can play an important role in both the Early Learning Goals and the non-statutory Development Matters guidance.

Children in the early years will be learning to: Communication and language • pay attention to more than one thing at a time, which can be difficult • use a wider range of vocabulary • sing a large repertoire of songs Physical development • use large-muscle movements to wave flags and streamers

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• increasingly be able to use and remember sequences and patterns of movements, which are related to music and rhythm Maths • extend and create ABAB patterns by engaging children in following and inventing movement and music patterns, such as: clap, clap, stamp

• sing the pitch of a tone sung by another person • sing the melodic shape (moving melody, such as up and down, down and up) of familiar songs • create their own songs, or improvise a song around one they know • play instruments with increasing control to express their feelings and ideas

Expressive arts and design • listen with increased attention to sounds • respond to what they have heard, expressing their thoughts and feelings • remember and sing entire songs

Within Boogie Mites School Ready Programme, we focus on helping children to develop their phonological awareness, by looking at the skills developed in Phase 1 phonics.

AD

These are highlighted in Development Matters as follows: Three- and four-year olds will be learning to: Develop their phonological awareness, so that they can: • spot and suggest rhymes • count or clap syllables in a word • recognise words with the same initial sound, such as money and mother.

Children in Reception will be learning to: Blend sounds into words, so that they can read short words made up of known letter/ sound correspondences.

Early Learning Goals The revised Early Learning Goals (ELGs) make fewer specific references to music, but that isn’t to say that they can’t be met through regular music practise:

Communication & Language These ELGs make specific references to listening attentively and responding in group interactions. All musical interactions require children to listen, and there are many opportunities arising from this to respond through actions or discussion, where music provokes a reaction or conversation.

Personal, Social & Emotional Development These ELGs require children to work and play cooperatively and take turns with others, regulate their behaviour, and follow instructions involving several ideas or actions, all of which is met through children copying actions to a song, handling instruments and following instructions about how to play them, all whilst exercising some self-control when faced with the exciting prospect of having musical props and instruments to explore.

Physical Development Handling instruments and moving to music provides excellent opportunities for

children to work towards these ELGs, as they negotiate space safely, move energetically through dancing, and use a range of small tools, such as shakers, scarves and rhythm sticks.

Literacy Songs are a great way to reinforce the concept of story-telling, and to introduce new vocabulary to children that they might not otherwise have opportunities to explore. This supports the literacy ELGs, as children retell stories and narratives using their own words and recently introduced vocabulary, and – when discussing the narrative of a song, anticipate – where appropriate – key events in stories.

Mathematics Music and maths are intrinsically linked.

Music is made up of recurring patterns, and number sequences, and through counting and moving to a steady beat or rhythm, singing songs involving numbers, repeating number sequences as they count the beat, children are working towards the maths ELGs of recognising the pattern of the counting system, exploring and representing patterns, and comparing quantities in different contexts.

Understanding the World Music is a universal language and provides superb opportunities to help children to develop an awareness and understanding of other people, cultures and the world around them. Exploring songs and music from a rich variety of cultural and geographical backgrounds, as well as music from a variety of eras helps children to work towards the Understanding the World ELG, as they explore similarities and differences between different religious and cultural communities, between life in this country and life in other countries, between things in the past and now, as well as exploring the world around them.

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Expressive Arts and Design Music is an expressive art in its own right, and therefore children explore many of these ELGs when they engage with rich musical opportunities. Through singing a range of well-known nursery rhymes and songs, performing songs and rhymes, moving in time with music, and making use of props and materials as they explore home-made instruments, children are given the creative freedom to express themselves and explore their musical potential.

And having considered all the links to the EYFS curriculum we haven’t even mentioned the most important thing of all – music-making activities are great fun! It provides a perfect vehicle for encouraging home practice and safe in the knowledge that the more repetition of music-making opportunities the better for developmental benefits.

The changes to the framework and the non-statutory guidance help to highlight just how important regular music practice is, and the important role it plays in children’s development. Music is a skill for life, and rich opportunities to explore, play and learn through music will give every child access to the musician’s advantage.

The musician’s advantage is referred to by neuroscientists who conduct studies to try and understand why musicians have bigger, better brains! You can read articles on our blog about such studies and follow Anita Collins, an internationally renowned researcher of music and neuroscience, via her Facebook channel Bigger, Better, Brains. We like to say: “Boogie, Bigger, Better, Brains!”

Find out more Visit boogiemites.co.uk for more information about how music fits in to the revised EYFS regulations and nonstatutory guidance.

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ce s n da rer i gu /ca s s i th ent re ar a Sh ith p w

What is the EYFS? An introduction to the Early Years Foundation Stage for parents

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f your child is under the age of five and attends an early years provision, they will be looked after and educated by early education professionals who understand how children develop and learn.

You may choose to send them to a preschool, a nursery or a childminder, and your choice will depend on what you think is best for your child and what is available in your local area.

One thing that your child’s early years provider will have in common with any others is

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that they will have to meet the requirements of the Early Years Foundation Stage (EYFS).

What is the Early Years Foundation Stage?

The EYFS was introduced in 2008 and is how the government and professionals working with young children describe the important stage in a child’s life between birth and age five.

The EYFS has been updated several times over the years, to take account of

current research into how young children learn and develop, and government policy related to children and families. The most recent version of the EYFS came into force on 1 September 2021.

Nurseries, pre-schools, and childminders (early years providers) registered with Ofsted or a childminder agency, must follow the EYFS framework. Because the EYFS goes up to age five, this includes Reception classes in school too. They are registered and inspected by Ofsted to ensure the

EYFS

quality and standards of their provision.

Ofsted’s role is to establish whether the early years provider is meeting the requirements of the EYFS and decide on whether they remain suitable for registration.

The EYFS is a legal document and any failure to meet a requirement of the EYFS may result in action being taken by Ofsted.

Why do we have the EYFS? Children learn and develop rapidly from the moment they are born.

The home is the first environment where play and learning take place, supported by parents and other family members. Babies learn to crawl, walk, and talk; they begin to interact with people and the environment around them.

Their brains develop rapidly in the early years and create vital foundations for learning throughout life.

Research confirms that the experiences that a child has in the early years has a significant impact on their future life chances and that high-quality early years care and education makes the biggest difference to every child.

The EYFS provides a framework that “sets the standards that all early years providers must meet to ensure that children learn and develop well and are kept healthy and safe. It promotes teaching and learning to ensure children’s ‘school readiness’ and gives children the broad range of knowledge and skills that provide the right foundation for good progress through school and life.”

(EYFS 2021)

What is in the EYFS? The EYFS has three sections: Section 1: Learning and development describes what early years providers must do to promote the learning and development of all children in their care in seven areas: communication and language physical development personal, social and emotional development

literacy mathematics understanding the world expressive arts and design The first three areas listed are described as the prime areas of learning and development because they are closely linked to a child’s brain development in the first three years of life.

The following four areas are described as specific areas of learning that develop when parents and early years educators know what they want children to learn and create the right opportunities for learning to take place.

The activities and experiences (educational programmes) that early years settings provide are based on a child’s individual needs and interests.

The emphasis is on learning through play because “play is essential for children’s development, building their confidence as they learn to explore, relate to others, set their own goals and solve problems” (EYFS 2021).

Section 2: Assessment describes how children’s progress is recognised. There is additional guidance that supports the EYFS to help educators to recognise and interpret where a child is in their learning journey.

The additional guidance is not intended to be a checklist that educators use to track a child’s development by ticking off one stage after another.

Learning does not progress in a set sequence of events which is why educators observe children constantly and use their professional knowledge to identify the areas of learning that a child is secure in, what they need to know next, and any areas where they may need additional support.

Assessment is not all about paperwork and written reports, but the EYFS expects that “parents and/or carers should be kept up-to-date with their child’s progress and development” and discuss any additional needs with you and any relevant professionals. For example, if your child appears to be struggling with their speech and language, your child’s key person may

suggest that they would benefit from being referred to a speech and language therapist.

There are three formal assessment points in the EYFS: 1. the progress check at age two when you will receive a short, written summary of your child’s development in the prime areas 2. the Reception Baseline Assessment completed by your child’s school within the first six weeks of them starting reception, and…

3. assessment at the end of the EYFS – the Early Years Foundation Stage Profile (EYFSP) which is completed in the final term of the year your child turns five. The profile is assessed against a set of early learning goals for the seven areas of learning and development that the early years educators have been supporting them towards.

Section 3 the safeguarding and welfare requirements explain that, to safeguard children, providers must “ensure the suitability of adults who have contact with children, promote good health, manage behaviour and maintain records, policies and procedures”(EYFS 2021).

How are parents involved?

Early years educators are professionals who understand how children learn and develop. They are appropriately qualified for the role they undertake and continue to update their skills and knowledge.

They understand that you make a vital difference to children’s outcomes which is why the EYFS places a strong emphasis on the importance of working in partnership with parents.

A two-way flow of information between you and your child’s key person helps to ensure that your child gets the best possible care and learning. What you do at home with your child makes a big difference.

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Ready for the

EYFS 2021?

Exploring the EYFS 2021 £5.95 members £8.50 non-members The new Exploring the EYFS 2021 online publication explores how the successful implementation of the setting’s educational programmes depends on educators recognising that each child is unique.

It is the positive relationships and enabling environments that will encourage their engagement with the world around them whilst acknowledging this

ORDER YOUR COPIES NOW

Statutory Framework for the Early Years Foundation Stage

Development Matters

Birth to 5 Matters

£5.95

£8.50

£4.95

Non-statutory curriculum guidance to support the implementation of the statutory requirements of the EYFS. It sets out the pathways of children’s development in broad ages and stages; to help you assess each child’s level of development.

Non-statutory guidance which practitioners may use to support their implementation of the EYFS. It outlines the foundations of good practice and offers information and guidance for practitioners to consider how the Principles of the EYFS can be brought to life in their setting.

New sections on play, characteristics of effective learning, and self-regulation are designed to help practitioners to reflect on and develop their own pedagogy.

The new Statutory Framework for the Early Years Foundation Stage (EYFS) that comes into effect on 1 September 2021, sets the standards for promoting the learning, development and safety of children from birth to five years for all registered early years providers in England.

Please visit shop.eyalliance.org.uk, call 0300 330 0996 or email shop@eyalliance.org.uk.

Early Years Alliance

PLAY

Therapeutic play

Alison Heseltine, early years service officer at the Alliance, explains how play can benefit children’s emotional wellbeing

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s early years educators we are all aware of the crucial role of play in healthy development, and as the bedrock of the Early Years Foundation Stage (EYFS). We use play to inspire a sense of awe and wonder in the children we care for, as they explore and problem solve, learning, each step of the way about the world around them. We can see the benefits to physical development as they move and manipulate play resources.

However, what has come through ever more clearly, especially during the pandemic, is that play also has a therapeutic value to our children. Sometimes it can be harder to distinguish the benefits of play to their mental wellbeing and emotional intelligence, than on social and physical development but they are there and we should be aware of them.

Why is play so beneficial?

Play builds a sense of trust and connection with others through shared, sustained ideas and experiences. It is a safe place where thoughts and feelings – worries and concerns, but also excitement and happiness - can be expressed without words. Engaging in play should offer a chance for stress and anxiety levels to fall; a moment of calm and focus within busy lives, helping to create moments of relaxation.

Its calming nature also lies in its role as a tool for making sense of the world. It builds self-confidence and resilience as children learn to deal with challenge. But it also offers an opportunity for children to feel a sense of control. Being able to initiate play gives a sense of freedom that instils a sense of calm and enjoyment.

How does this support children’s development?

By allowing children to make choices and problem solve, young children are learning to self-reflect and self-regulate their thoughts and feelings, supporting their emotional development but also teaching them to create a sense of calm for themselves.

The child psychologist Bruno Bettelheim recognises that through play, children can revisit real life experiences and try to make sense of them. He talks about play “bridging” the gap between a child’s experience of something, and the real world. Via this bridge they can deal with and resolve concerns they might have.

For this reason, it is essential that we provide a trusting environment where a child feel safe and secure experiment, free from fear, so that they can express themselves openly. Learning to do so will have a lifelong impact as children apply new abilities such as self-expression and emotional regulation to other areas of their lives.

How can we use the therapeutic value of play to support children?

As educators we have a vital role in enabling the therapeutic value of play. We can use our knowledge of each child and their unique interests to create engagement and lead them towards subjects and activities that most interest them – but we must, above all, allow the child to take ownership of that play.

As adults we are the observers of children’s play and should only intervene when necessary or when invited – and we should not outstay our welcome. Play belongs to children and we need to learn to recognise and respect their choices, and individuality. We need to acknowledge and accept where they are at in their own unique and amazing life journey.

Our role in play as a therapeutic experience is to enable our children the time, space and opportunity to freely explore, nurturing their own ideas - not ours - and allowing those ideas to blossom, and their imagination to take flight.

Each child has their own experiences and ideas based on their personal circumstances, in other words they have their own cultural capital, and play should enhance this through exposure to new and wonder filled experiences.

As the American psychologist Charles Schaefer said: “We are never more fully alive, more completely ourselves, or more deeply engrossed in anything than when we are playing.”

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Going nuts for autumn Melanie Pilcher, quality and standards manager at the Alliance, shares ideas for exploring nature this season

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very season offers opportunities for our educational programmes, but autumn always feels particularly bountiful. Whether your setting is rural or urban, nature will have found its own space to flourish. Yet we often overlook the detail of what is on our doorstep and consequently miss many opportunities to extend children’s learning.

Autumn’s star attractions such as tree canopies of red, gold, and brown, ripe fruit and vegetables, or glossy chestnut conkers, are the showstoppers, but there is also a supporting cast of seeds, nuts and cones that are easily overlooked, just waiting to be discovered by little hands.

As adults we can stop seeing the

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minute detail of the natural world, but children are natural explorers and scientists. They will usually spot something that merits further investigation before we do, usually because they are discovering it for the first time! When educators nurture children’s inquisitive minds, not only are they learning in the moment, but they are encouraging a life-long affinity to the natural world that is increasingly important for the health of our planet and the mental health and wellbeing of us all. Even if you don’t have a wood to walk in, or a park to explore nearby, your own outdoor area will have something of interest just waiting to be noticed.

Nature’s bounty The ground is littered with tree seeds of every shape, size, and variety during October. Each one is different, from the cleverly constructed winged sycamore, to the pips in wild cherry drupes. It is inevitable that at least one child will bring a conker that they have picked up on their way to your setting, or when they were out with their family. Their fascination with the conker becomes a teachable moment, as you consider with the children where that conker came from, what it is and what it will grow in to. From that point the learning potential can be explored further.

Consider going on a nature walk where you encourage children to look up at the

ACTIVITY CORNER

Autumn

by June Kellum There’s nothing as fine as an autumn day, with the smell in the air of fresh mown hay.

Each tree is a wonder, of beauty, untold.

Each leaf brushed with colour, a sight to behold.

There’s a nip in the air – crisp, cool, and clear – to remind us that winter soon will be here! trees, see what is still attached to the branches and what may already have dropped. Gather as many different ‘seeds’ as you can and consider: how many different seeds have you found? This may include pinecones, helicopter seeds from ash and sycamore, pips, etc where did each one come from? Is the parent tree nearby? what will they grow into? how long will they take to grow? how did they get there? Did they drop straight to the ground because they are heavy, or did they spin and float on the breeze?

Trees, like most plants, disperse their seeds in different ways. Some are carried on the wind and are structured to float, glide, or spin towards the ground. Others have tiny hooks or barbs that allow them to attach to an animal’s fur and are transported that way, and of course, many are eaten by wild animal and then deposited elsewhere! do they have an outer casing – like acorns? which is the biggest, heaviest, lightest, most interesting? can you see the symmetry and pattern in your seeds?

Make sure that you have not collected seeds that are potentially poisonous or could cause an allergic reaction in a child with a nut allergy. Next, create a tactile interest table with seeds, seed casings and the fallen leaves and branches from the trees. Let children explore

and investigate further by providing magnifying glasses, scales to weigh and tape measures.

Your seed collection will also provide opportunities for transient art that can be moved and reworked. Hessian makes a good backdrop – the children’s imagination can do the rest. Take plenty of pictures that children will enjoy reflecting on as they remember and celebrate their achievements in the weeks to come.

Change and decay Sometimes just looking closely and observing plants, trees and windfalls over the winter months reminds us that decay is just as fascinating as watching new growth.

Windfall apples will gradually change colour, texture, and smell. They provide food for slugs, birds, ants, and other wild creatures. If you have an apple tree in your garden, don’t pick up all the windfalls - leave some behind to decay in their own time. Observe how the seeds are either eaten or eventually exposed so that they can germinate and start the cycle all over again.

Encourage children to observe plants such as cow parsley (found in hedgerows, meadows and roadside verges everywhere) to see how the flower heads have seeded. They may appear to have died but the tall stems remain

But for now we have autumn the ‘Show-Off’ of seasons!

My favourite by far, and these are the reasons.

upright, holding on to the remaining seeds until a passer-by brushes against them or a strong breeze dislodges them. Cow parsley is just one of the many wild plants that appears to die but remains standing throughout winter and deserves a second glance for the complexity and beauty of its skeletal framework.

The learning potential of seeds, nuts and cones can be found in each of the seven areas of learning and development but perhaps the best link is found in Birth to 5 Matter’s description of Understanding the World: “Understanding the World provides a powerful, meaningful context for learning across the curriculum.

It supports children to make sense of their expanding world and their place within it through nurturing their wonder, curiosity, agency, and exploratory drive. It goes on to say In addition, first-hand involvement in caring for wild-life and the natural world provides children with an appreciation of ecological balance, environmental care and the need to lead sustainable lives.”

Every season offers opportunities for our educational programmes, but autumn always feels particularly bountiful.

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Alliance CPD-recognised online course available Creating an effective communication and language environment will benefit anyone working in a setting or supporting families in the early years.

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It explores; creating language-rich learning environments stages of language acquisition interacting with children developing relationships with parents and carers conversations with parents and carers

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Creati n Comm g an Effecti ve unicati on a n d Lang

The ph ysical enviro nment Think ab out your own lea rning environ ment, the resour ces in it and the ph ysical layout of the room.

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ildre portuni n see by th em ties fo r play? selves Are th e reso urces words labelle and pi d with ctures ?

Are th e reso ur attract ively pr ces well orga esente ni d to th sed and Are th e child e child ren? re resour ces re n’s self-chos cognis en lear ed ning and va Are th e child lued? ren of reso urces? offered a br eadth Do the resour of tact ce ile expe s give a va riety riences ?

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Access here: https://bit.ly/2Oohg1m If you’re interested in enjoying this and many more amazing FREE Alliance member offers, simply visit www.eyalliance.org.uk

Early Years Alliance

NUTRITION

Have a healthier Halloween With many children excited about sugary Halloween treats at this time of year, we share some ideas for healthier alternatives

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alloween is just around the corner and many little ones will be looking forward to dressing up in their best spooky outfits and taking their buckets out to be filled with treats.

Halloween can often become focused on trick or treating and coming home with a mountain of sugary treats, but there are plenty of things you can do with the children at your setting to celebrate Halloween without involving any sugary treats.

Here are some ideas that won’t make the kids shout: “boo!”

Help parents reduce their haul of sweeties Trick-or-treating is a hugely popular part of Halloween. While the odd sweetie once in a while isn’t something to stress about, many parents dread the idea of bringing home a bucket full of them and having a sugar overload for weeks afterwards.

Here are some ideas you can share with families to help the number of sweet treats getting out of hand….

Firstly, if parents don’t want a full bucket of sugary foods then they shouldn’t visit multiple streets, which will obviously mean more sweets than they wanted their kids to have! Families could visit only their own streets, or plan a route and limit themselves to knocking at 10 houses with pumpkins on display, for example. This strategy helps to manage both parents’ and children’s expectations.

Parents should encourage children to only take a single item per house, so that they bring a sensible amount home.

Once families have completed their agreed route, they can head back home and let the kids have a go at greeting fellow trick-ortreaters at the door. This can be an equally exciting part of the evening for them.

Healthier treats If you feel uncomfortable handing out sweets to children at your setting, but don’t want disappointed faces, fear not! There are plenty of exciting healthier alternatives.

One of the simplest options is to fill a bowl with chocolate buttons, or similar mini single chocolate items, for the kids to take one each. This provides a smaller portion than a traditional sweet bag, and plain chocolates are less likely to get stuck to little teeth.

You could offer small bags of home-made popcorn, which is cheap and super quick to make. However, be careful not to offer these to very young children as popcorn kernels can be a choking hazard – as can sweets and lollies.

Plain pretzels work well offered in a bowl, or fruit chips such as dried apples or bananas chips. Try making a mixed bowl to vary things up.

If you don’t mind a bit of prep time and

are feeling creative, you could make ‘wands’ using pretzel sticks and pieces of reduced fat cheese cut into mini-stars stuck to the top!

And don’t forget the simplicity of a juicy fruit. Satsumas are a good option; they don’t need any prep and won’t make a mess. You or your children could also draw spooky pumpkin faces on them before handing them out.

Get creative with Halloweenthemed fruit and veg Make spooky pictures with fruit and veg pieces such as kiwi witch fingers with dried coconut finger nails, banana ghosts with raisin faces, spiders using apples and satsuma segments, or even a skeleton out of assorted chopped fruit/veg.

And don’t forget to carve up a pumpkin or two. The kids can draw their own designs on the front and get messy helping to scoop out the flesh. Then pop it in the window ready to welcome trick-or-treaters to your door.

Fun without the food If you’d rather swerve food-based treats altogether, you could focus on Halloween crafts instead. Paper plates can be used to make spooky ghosts, pumpkins or bats that can then be hung up with string. Pipe cleaners can be twisted together to make creepy crawly spiders. Large stones could be painted with simple Halloween designs, ready to be left on doorsteps to greet trick or treaters.

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HEALTH

FAQs: Chickenpox vaccines While not part of NHS England’s routine vaccination schedule, some families are advised to have their children vaccinated against chickenpox. But what does this mean for your early years provision?

What is the chickenpox vaccine?

stimulating the immune system to produce

The chickenpox vaccine protects against the varicella zoster virus, which causes chickenpox. It is not part of the routine childhood vaccination schedule in England but is offered on the NHS to healthcare workers and those who are in close contact with someone who is particularly vulnerable to chickenpox and/or its complications who have not already had chickenpox. Some families may choose to pay for their children to access the vaccine at private clinics.

The chickenpox vaccine is usually given to children over the age of 12 months as two separate injections given four to eight weeks apart.

antibodies that will help protect against chickenpox. This means that they cannot be given to anyone with a weakened immune system.

‘Killed’ vaccines contain viruses or bacteria that have been destroyed. This means that they can still be given to people who have a weakened immune system.

Who is given the chickenpox vaccine?

The NHS currently recommends the vaccine for healthcare workers who are not already immune to chickenpox and anyone who has not previously had chickenpox and comes into close contact with someone who has a weakened immune system.

This might mean that children in your setting living with a relative who is undergoing cancer treatment, for example, may be advised to have the chickenpox vaccine.

If any families at your setting believe that they need a chickenpox vaccine for their children, they should be directed to their GP for further advice on how to organise this through the NHS.

What is a ‘live vaccine’?

The chickenpox vaccine is a ‘live’ vaccine, which means that it contains a small amount of weakened virus. The vaccine works by

What does this mean for my provision if any children have been given a chickenpox vaccine?

On rare occasions, some children who have been given a chickenpox vaccine may be able to pass on the virus to others. This means that children who have received a chickenpox vaccine at your setting should avoid contact with anyone with a weakened immune system – such as someone who is taking long-term steroid tablets – and pregnant women for the four to six weeks following their vaccine.

This is particularly important if the child developed a rash within four to six weeks of either dose of the chickenpox vaccine.

Contact with vulnerable people should be avoided until the rash has completely disappeared.

If you have parents, staff or children attending your setting that may be vulnerable and it is not possible to avoid contact – such as children attending on different days, or a pregnant member of staff not working directly with a recently vaccinated child – they should be advised to seek further advice from their GP. The GP may advise that they stay away from the setting until the risk of contracting chicken

pox from the recently vaccinated child has passed.

When to seek help Any pregnant women who have not previously had chickenpox and anyone with a weakened immune system should contact 111 or their GP for advice if they have been in contact with a case of chickenpox.

Families who suspect that a newborn baby has caught chickenpox should always seek urgent advice from their GP.

Why isn’t the chickenpox vaccine offered to all children?

The NHS says that vaccinating children from chickenpox would stop the virus from circulating in areas where a majority of children have been vaccinated, leaving unvaccinated children susceptible to contracting chickenpox later on in life as adults.

While chickenpox is often unpleasant for children, most cases are mild, and children usually recover quickly from the illness. In adults, chickenpox can become more severe and the risk of complications from the illness rises with age.

There is also a risk that vaccinating all children could lead to an increase in the number of cases of shingles in adults. Shingles is caused by the chickenpox virus reactivating in the body at a later date. Being exposed to chickenpox as an adult – often through contact with infected children – can boost an adult’s immunity to shingles. Vaccinating children against chickenpox could prevent this, leading to an increase in shingles cases.

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Vaccinati considera T

he coronavirus pandemic has presented all of us with unexpected challenges and even as we are now seeing restrictions begin to lift, we are faced with new issues to navigate as early years businesses.

Coronavirus vaccinations will soon be required by law for some employees. From 11 November 2021, Covid-19 vaccines will be made compulsory for health and social care workers (with some important exceptions). Although this is currently the only sector with mandatory vaccinations, there are many other businesses considering implementing their own similar policies.

Personal choice vs public health Mandatory vaccination is of course a contentious topic, whatever the context.

A careful balance must be struck between personal choice and public health protection. At this point, it is important to note that there is no reason to believe that

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vaccination regulations will be expanded into schools or early years providers by the government.

This means that the question for the early years sector will be whether employers choose to make contractual changes to their employees’ terms and conditions to include a requirement for the coronavirus vaccine.

Currently, the advice remains that incidents of coronavirus in very young children is relatively low. Infection overall is said to have fewer and significantly less serious symptoms in younger children. As such, young children are considered to be a less vulnerable group than those in the health and social care sector, which the new legislation is intended to protect.

Professionals working in a childcare and early education setting arguably present a far lower risk to those in their care.

That said, many early years settings are very much a community resource, with many based in village halls and other shared community buildings. Some providers may reasonably feel that their duty to protect

goes beyond children and encompasses vulnerable colleagues, parents, relatives and other contacts within their wider community.

Important exceptions Although the law does not compel employers to ensure that staff are vaccinated, nor does it expressly prohibit you from insisting on it. This means that you may decide new staff joining must show their vaccine status before being offered a job within your organisation. But be aware – it remains the case that there are some people who cannot be vaccinated due to medical conditions. These people must not be penalised for their inability to be vaccinated.

If you decide to include a policy which insists on evidence of vaccination before starting employment, you must have a clear and coherent policy in place to explain why the setting is taking this stance and that there will be certain exceptions to it. A blanket insistence on vaccination is almost certain to be unlawful.

LAW-CALL

ion ations Current employees Existing staff present a more challenging issue for employers. A change of this nature would be a change to the employee’s terms and conditions and must be considered in that context. It is not lawful in principle to make a onesided change to an employee’s terms and conditions. You would need to be able to show a very robust business need to make such a change without staff agreement. The fact that early years settings are considered to be lower risk environments might make such an argument difficult to sustain.

Routine vaccines for children This latest focus on compulsory vaccination is a response to the global pandemic. However, it follows the government’s previously stated intention to consider mandatory vaccination for all school children for common childhood illnesses, such as the MMR vaccine.

Regardless of the moral arguments surrounding mandatory vaccination, there are many in the medical profession who do not endorse this strategy.

While the benefits and indeed necessity of immunisation are clear, many medical professionals fear that making them a legal requirement could have the effect of discouraging some parents from sending their children into formal education to avoid them, leading to poorer outcomes for those children.

Exemptions and discretion Many early years providers are concerned about whether or not they are permitted to deny places to children who have not received their routine childhood immunisations. The legal arguments are essentially the same as for adults and the coronavirus vaccine, as outlined above.

Vaccine hesitancy, or “anti-vax” sentiments are not currently legally

The team at Law-Call, a 24-hour legal helpline available to Alliance members, explains the legal considerations around vaccinations protected characteristics in the UK. However, of course providers must always operate within the context of the Equality Act and Human Rights Act. As such, denying a place to any children who have legitimate reasons for not being vaccinated – such as a disability – is likely to be unlawful.

Blanket policies denying places in this way are therefore very likely to be challenged and unlikely to be lawful.

However, a carefully drafted policy that allows for discretion or certain exemptions – such as for children who cannot be immunised for medical reasons, or to help protect vulnerable children already attending your setting – stands a far better chance of withstanding a legal challenge.

Find out more If you have specific legal questions about vaccinations in your early years provision - both for children and staff - please contact Law-Call for advice.

You can find their contact details in the Members’ Area of the Alliance website at portal.eyalliance.org.uk.

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Meeting the parents How to set up a parent forum at your provision to encourage greater family involvement

T

he Alliance strongly believes in parental involvement with childcare and early education. To ensure that families have a voice in the education of their children, providers can set up parent forums as an informal way for parents and staff to discuss the development of the provision.

While we are using the term ‘parents’ we should of course remember that this includes not only mothers and fathers, but also stepparents, legal guardians and any other carers with parental responsibility for a child.

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What is a parent forum?

The parent forum is an active working group for the early years provider, generally arranged as a series of meetings, organised by the senior manager in the provision after consultation with parents. The parent forum aims to: give parents a voice in the setting involve parents in the life of the setting ensure a free flow of communication between parents and staff

support the social and personal development of parents and staff act as a link with the local community represent all parents within the setting

Who should be involved in the parent forum?

All parents, carers and staff at the setting should be given the opportunity to attend the forum and take part in discussions. Although the forum will be an informal way for parents to get together with staff, it will need to have

PARENTS

a structure to enable it to run effectively and efficiently.

It may be useful to first consider the limitations of the forum. In a busy setting, it is right that the needs of the children come first. Staff will see that as their priority, and parents will expect it. However, parental involvement in a child’s education makes a difference to the child’s own development, and is vital in building strong and healthy communities.

In order for parent forums to be fully inclusive, settings should consider: the timing of meetings how meetings are advertised the childcare needs of parents support for all parents and carers to participate, in particular

ways of ensuring that parents with low levels of literacy are consulted, informed and supported to participate

ways of ensuring that parents who do not have English as a first language are consulted, informed and supported to participate

the involvement of parents with learning difficulties, disabilities and impairments The forum will essentially provide parents and carers with the opportunity to inform and advise staff on their views to inform operational planning. It will not have the responsibilities, decision-making powers, or the structure of a formal management committee. For example, the parent forum cannot change policies, but it can comment and make suggestions on them prior to their implementation.

All parents should be entitled to attend the meetings and take part in the discussions.

Involvement should begin well ‘upstream’ with parents being asked for original ideas and preferences which are then developed, rather than ‘downstream’ where they are being asked to express a choice between, or approval of, a limited range of options drawn up predominately by senior staff.

At the meetings, parents may agree to take part in group activities to help improve the setting.

should be posted on a parents’ notice board a week or two in advance of the meeting.

Below is an example of how an agenda can be organised:

Managing meetings Responsibility for the organisation and management of the forum should rest with a designated staff member, usually the manager of the setting. The designated staff member should facilitate the first meeting, at which a decision should be made as to how future meetings will be managed, i.e. whether they will be parent or staff led. Meetings should be informal, but will need structure.

Remember the purpose of the meeting is to provide two-way communication between staff and parents and to involve parents in the life of the setting. It is also a way of supporting individual’s personal development. Parents should be given the opportunity to suggest ideas for the agenda.

At your first meeting, we recommend that you time is dedicated to discussing the role of the forum.

Roles and responsibilities Once agreement has been reached on whether the forums will be parent or staff led, an individual should be appointed as a facilitator to lead the forum and ensure that: enough time is allocated to each agenda item the meeting gives a fair chance for everyone to put forward their points of view the decisions made by those attending the meeting are understood by everyone and those decisions are recorded decisions are put into action Other roles can be divided between the parents. It could be useful to designate certain tasks to individuals to enable discussion to take place, people to be kept informed and decisions to be recorded and carried out.

Organising the agenda Although the meetings are intended to be informal, the agenda for each meeting

1. Notes of last meeting.

2. Items selected by staff.

3. Items selected by parents.

4. Discussions on work in-progress.

5. Suggestions for task and finish groups.

6. Future items for discussion.

Issues selected for discussion should meet the settings aims and objectives and encourage a genuine two-way flow of information between parents and staff to ensure that these discussions are beneficial. Some examples might include discussions about: the setting’s policies and how they are implemented at the setting the organisation of the day mealtimes, nutrition, food and health activities and learning through play links with the community additional services that parents require involvement of other professionals within the setting new government initiatives courses and training that parents would be interested in No issues should be selected that would bring the setting into disrepute. It should also be made clear to parents and staff that everyone at the forum is entitled to hold an opinion, or to disagree with an opinion, but that it should not become personal.

Early years educators are renowned for the trusting relationships that they develop with children and parents. Yet, from time to time, tensions can arise. From the start it must be clear that the forum is not the place to air grievances, either by staff or parents.

Grievance and complaints procedures should be in place to deal with issues should they arise. Equally, it is not the place to discuss the progress of individual children within the setting.

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FAMILY CORNER

Have a wholesome Halloween With Halloween now a major commercial event, is it possible to have a more wholesome celebration?

O

ver the last decade Halloween has become a major commercial event in the UK with children enjoying parties, fancy dress and an expectation that “trick or treating” will result in a huge stash of sweets and chocolates.

But what to do if you hate the consumerist excess of Halloween but your children are set on joining in?

Find safer costumes Many dressing-up costumes are made from cheap materials, usually 100% polyester which is flammable. The costumes often contain lots of open weave netting with trailing ribbons and trims — all of which contributes to their combustibility, especially as many families celebrate Halloween alongside Guy Fawkes Night.

Children’s dressing up costumes are marketed as toys and do not have to meet the rigorous safety standards imposed on children’s clothing. With this is mind, it is essential that if you have excitable young children wearing shop-bought costumes like this, then make sure they stay well away from candles or bonfires. And don’t use real candles in your own home – use LED ones instead.

Even better is not to buy from the supermarket or websites and get creative and make something yourself from secondhand clothes. Children’s clothing has to meet more stringent safety standards than costumes so if you make something yourself using second-hand clothing you’ll have a costume that’s safer and more environmentally-friendly too.

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Be mindful of the scariness Katie Wright-Smith, a nursery teacher from the Midlands, admits she was stumped when children in her early years setting began to ask some pretty intense questions about Halloween and what it all meant. “We had a little Halloween party and I just assumed they’d want to dress up and play at being scary, but some of them had given it a bit of thought,” she said. “They wanted to know what it all about and I hadn’t really thought about how best to broach it.”

Katie said she explained in simple terms that Halloween was the day before All Saints’ Day, which was a special day for Christians when people thought about friends and relatives who had died. “Some of the children had lost grandparents or other people in their lives, so this made some sense,” she said. “I also told them that for some people it marked the beginning of winter.

“Obviously, broaching these subjects should depend on the age of the children and their understanding, as younger children might feel frightened or traumatised by stories of ghosts walking among them.

Assuring them that these are just stories that have been passed down over the years, and are not real, takes away some of the fear factor.”

Avoiding excessive sugar The easiest way of course to avoid the sweets is to not go trick or treating at all. But if your child is insistent that they want to join in, then persuade them to be a Halloween helper who can help to hand out sweets to visiting trick or treaters.

Share t his guidan ce with parent s and carers

You and your child could dress up and be ready and poised with a tub of sweets for trick or treaters and then your child could get a handful of sweets or chocolates as a reward for being such a good helper. Staying in to answer the door to trick and treaters can be equally as enjoyable – and a welcome respite from being outside in the cold.

If you don’t want to contribute to all the excessive sweet consumption or at least offer an alternative, choose some healthy snacks. “We provided little bags of grapes and labelled them as “spider eggs”,” Katie said. “Some of the children cut out eyes and mouth shapes using black sticky paper and stuck them on mandarin oranges to make them look like miniature pumpkins.”

Staying in It has become common practice in the UK to put some decorations outside the house or a lit pumpkin outside or in the front window to show that a call from trick or treaters is welcome. So, if you don’t want to be disturbed by trick or treaters because your children go to bed early, don’t use any decorations or alternatively leave a pumpkin outside the house with a bucket of treats and a message inviting callers to not ring the bell and just help themselves.

Wishing you a happy, healthy Halloween!

Originally written by Dorothy LepowskaHudson for Family Corner.

Find out more For more advice and tips for families, visit our familycorner.co.uk or facebook.com/ FamilyCornerAlliance.

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For your chance to win a Boogie Mites Music Pack and License for your nursery, worth £150 + VAT, send your answer to the following question, along with your name and contact details, to under5.competitions@ eyalliance.org.uk.

Who is the new children and families minister? (hint: see page four) A) Will Quince B) Nadhim Zahawi C) Vicky Ford

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.

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