Under 5 September 2019

Under 5 the magazine of the early years alliance

WIN

September 2019

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Equality in the early years Welcoming LGBT families

Mindfulness for children Keeping calm at the start of term

Every year thousands of children aged 2-7 take part in a Beep Beep! Day to learn road safety basics

Wednesday

• Engage children with road safety basics • Raise awareness among parents and the wider community • Fundraise for Brake and help make roads safer for everyone

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NOVEMBER

2019

DURING

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“

We regularly take part in Beep Beep! Day and enjoy using the bumper pack; the children love receiving their stickers and certificates, and the information cards are very valuable for staff to use too.

Register now for a free online action pack to help you run your Beep Beep! Day, or buy a bumper pack of extra resources for just £11.50 + VAT.

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Johanne Watson, Deputy Head Teacher, Lasswade Primary School Organised by

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at brakezebras.org/beep email beepbeep@brake.org.uk or call the team on 01484 550061

&

contents

WELCOME & CONTENTS

welcome

Welcome to Under 5 4

News round up

8

My Under 5

10

Letters to the editor

12

A new inspection framework

14

Making a manager

16

One-to-one care

17

Making safety simple

18

Going plastic-free

21

Push the button

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

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A chance for Alliance member settings to share news of recent events and projects Under 5 readers share their views on the early years sector What Ofsted’s new Education Inspection Framework means for you What makes a great early years manager?

Alliance member Helen Mann-Ray shares her experiences of working as a SENCO What the law says about health and safety in early years settings

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How one setting gained Plastic-Free Nursery status this summer Keeping children safe from button batteries in your setting

22 Putting an end to FGM

How to protect girls in your setting

24 When is a forest school not a forest school?

Exploring whether the term has become a marketing gimmick

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26 Equality in the early years

How to be inclusive and promote diversity in your setting

28 easyfundraising: what you need to know

How easyfundraising can help you raise money for your setting

29 Building a more secure future

A guide to running a viable early years setting

30 The importance of being mindful

Ideas for helping children stay relaxed as they settle into a new term

Whether your setting is open all year or closes for the summer, September brings many new beginnings for the early years sector. From the start of a new term, to the first signs of autumn and new children joining your setting all offer a chance for a fresh start this month.

This issue also welcomes a new early years minister. Kemi Badenoch took over the role of minister for families and children at the end of July, after Nadhim Zahawi was promoted into a role at the Department for Business, Energy and Industrial Strategy. The move was part of a wider reshuffle, that has also seen former home secretary Gavin Williamson join the Department for Education.

The wider reshuffle also saw Sajid Javid take over the role of chancellor from Philip Hammond. Shortly after his appointment, Javid confirmed that the government would no longer be completing the comprehensive Spending Review, previously due to take place this summer. Instead, the government will only be conducting an “accelerated exercise” to set budgets for the next year. While this is disappointing news for those of us hoping that the budget for early years funding entitlements would be reviewed, as ever the Alliance continues to fight for fairer funding and will keep raising the issue in our discussions with the Department for Education and the new minister.

Politics aside, this issue has lots of ideas for helping you settle in to the new term. Alliance quality and standards manager Melanie Pilcher has some fun ideas for introducing mindfulness activities during what can be a stressful time for children (page 30).

This term also marks the introduction of the new Education Inspection Framework (EIF). We’ve got some advice on what it means for your setting as well as details of all the Alliance’s useful resources on the topic (page 12). We’ve also got details of an exciting new training programme aimed at setting managers (page 14).

If your aim for this new term is to raise some more funds for your setting, we’ve spoken to easyfundraising about how you can raise additional funds, with no extra cost to you or families, using their platform (page 28). We’ve also got some advice, taken from a new Alliance book, about improving your financial security (page 29).

Earlier this year, a primary school in Birmingham attracted protests after it introduced lessons on LGBT equality. We’ve heard from charity Stonewall about how you can make sure your setting is welcoming and inclusive to LGBT families and their children (page 26).

We’ve also spoken to Oak Tree Nursery about how they managed to gain “Plastic Free Nursery” status this summer with Surfers Against Sewage (page 18). If you have an exciting story to share, please do get in touch to share your news with us – you can reach us at editor.u5@ eyalliance.org.uk.

32 Perfect portions

Getting portion sizes right for children under five

Rachel Lawler, editor

33 Competition UNDER 5

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in brief...

SCOTLAND: Plans to double the hours of funded childcare given to parents in Scotland are behind schedule, with the number of places falling 20% short, according to a government report.

Government delays full Spending Review until 2020

round-up Kemi Badenoch appointed early years minister Kemi Badenoch MP has been named as the new parliamentary under secretary of state for families and children. Badenoch’s appointment follows the departure of Nadhim Zahawi, who has moved to the department for Business, Energy and Industrial Strategy.

Writing on Twitter, Badenoch said: “I’m humbled to have been appointed a junior minister at the DfE.” She said that it was a “huge privilege” to work in the department.

Badenoch studied computer systems engineering at the University of Sussex and Law at the University of Birkbeck. She has experience in the IT and financial sectors and has also previously served as a director at The Spectator magazine. She has served as MP for Saffron Walden since 2017.

Neil Leitch, chief executive of the Alliance welcomed the appointment of the new minister but expressed disappointment at another change in the department during a key period. He said: “It’s hugely disappointing

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to have lost the fifth minister for childcare in almost as many years. Kemi Badenoch inherits a brief overseeing a sector in crisis: there is now a £662m funding shortfall and thousands of providers have closed with many more continuing to struggle on. The challenges facing the sector are significant but are not insurmountable and they require urgent action.

“Families value the high quality, dedicated workforce and we look forward to working with the new minister to ensure children across the country have the best start in life.”

Zahawi served as the Children and Families Minister since January 2018. Writing on Twitter, he said: “It was an honour to serve as Children’s Minister […] I wish my successor all the very best, they could not have a better team to support them.”

The government also confirmed that current School Standards Minister Nick Gibb will remain in his role at the DfE.

The chancellor has announced that this year’s Spending Review will be “fasttracked”, covering only the next year in a bid to focus on delivering Brexit. Instead of the planned comprehensive Spending Review, which would have dictated budgets for the next three years, the Treasury will instead conduct an “accelerated exercise”.

This “Spending Round” is expected to complete in September and will set “day-today spending budgets” for 2020–21.

Chancellor Sajid Javid said that the review would “support commitments” made by the new Prime Minister, including “his ambition for additional funding for schools”.

Javid said: “The Prime Minister and I have asked for a fast-tracked Spending Round for September to set departmental budgets for next year. This will clear the ground ahead of Brexit while delivering on people’s priorities.”

“The sector cannot carry on for yet another year delivering childcare based on 2015 cost analysis.”

Neil Leitch, chief executive of the Alliance said: “While the NHS, police and schools are clearly in need of extra cash, we hope that the Chancellor will find money in the 2020-21 spending round to make up the £662 million shortfall in early years funding. The sector cannot carry on for yet another year delivering the government’s flagship childcare schemes based on 2015 cost analysis.

“We will undoubtedly see further closures, and those childcare providers who do manage to stay open will be forced to charge parents more for private hours and for extras, or place restrictions on when parents can access funded places. The early years is a sector in financial crisis: the government knows it and can no longer afford to ignore it.”

MEASLES: The Prime Minister is calling for urgent action to ensure children are vaccinated after 231 cases of measles were reported in the UK in the first three months of 2019.

SUGAR BAN: Dental surgeons from the Royal College of Surgeons have called for all schools in England to go ‘sugar free’.

Disadvantage gap stops closing Progress made in closing the gap between disadvantaged children and their peers “may have ground to a complete halt”, according to a new report from the Education Policy Institute.

In its latest report, Education in England 2019, the education thinktank reported that there had been “no real change” in the average scores in the Early Years Foundation Stage Profile between 2017 and 2018. The report also warned that the attainment gap between children eligible for Pupil Premium funding and their peers did not change between 2017 and 2018 – in fact it widened from 4.4 months to 4.5 months of progress.

The EPI also noted regional differences in the disadvantage gap across the UK. In 17 local authorities there was an average gap of six months between disadvantaged fiveyear-olds and their peers. This is a

third larger than the national average.

The EPI says that if current trends continue, it will take more than 500 years to close the disadvantage gap and said that it may even start to widen in the near future.

Neil Leitch, chief executive of the Alliance, said: “We have warned the government for some time of the potential damage to social mobility because of the £662m funding shortfall in early years education. We already know that childcare providers in deprived areas are twice as likely to close as those in affluent ones – often because poorer parents cannot afford the voluntary

extras or private hours that providers are forced to charge to make up for the lack of adequate funding. Not only has underfunding plunged the early years sector into crisis, today’s report shows how it risks harming the children who most need quality, early years education to keep pace with their more advantaged peers.

“This should be a wake-up call to the government, and an urgent priority for the new children and families minister. We need urgent action to reverse the widening disadvantage gap, and this can only be done through proper funding of the government’s flagship childcare schemes.”

“This should be a wakeup call to the government and an urgent priority for the new minister.”

53% of childminder applications take longer than 12 weeks More than half (53%) of childminder applications took longer than 12 weeks to process in 2018, according to statistics released by Ofsted.

Ofsted says that it aims to have most applications to register as a childminder or home childcarer completed within 12 weeks, although some will always fall outside of this timescale due to delays with other agencies or additional investigations. The statistics show that in 2018, just 44% of childminder applications were completed within 12 weeks, down from 54% in 2017.

The update comes after Ofsted confirmed that its process for

registering childminders had been affected by delays earlier this year.

Ofsted said that the delays occurred after it switched to a new IT system in July 2018, leaving them unable to process applications for two weeks.

After this period, the new system was said to have experienced “challenges” when it went live, leaving a backlog of new registrations to work through.

The statistics also show a significant decrease in the number of applications to register as a childminder with just 2,390 applications in 2018, compared to 3,950 applications in 2017.

Neil Leitch, chief executive of the Alliance, said: “It is disappointing but not surprising to see a 25% reduction in applications

“Ofsted needs to address this growing backlog because doing nothing could mean potential childminders will not even consider registering.”

for childminding, particularly in light of the record numbers of childminders leaving the sector – 1,000 in the last four months of 2018. These declining numbers reflect not only those leaving the sector but the fall in those joining – something surely made worse by the fact that more than half of applications (56%) now take more than the 12 weeks Ofsted advertises as its processing time.

“Childminders are an essential part of the early years sector, offering working parents flexibility, providing quality childcare and helping government to deliver its flagship childcare schemes. The sector is struggling to retain experienced professionals so it seems careless in the extreme to let the registration processes drag on unnecessarily.

Ofsted needs to address this growing backlog because doing nothing could mean potential childminders will not even consider registering at a time when the sector needs them most.”

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Channel 4 broadcasts Train Your Baby Like a Dog programme Gavin Williamson appointed education secretary Gavin Williamson has been named as the new education secretary as part of a wider cabinet reshuffle under the new Prime Minister Boris Johnson.

Williamson previously served as chief whip under Theresa May until November 2017 when he was promoted to role of defence secretary. He was asked to resign from that position in May 2019, amid accusations of confidential information being leaked to the press.

Before entering politics, Williamson worked as managing director at several companies including a fireplace manufacturer and pottery firm. He

attended a state comprehensive school and studied social sciences at the University of Bradford. Writing on Twitter, Williamson commented that he was “absolutely honoured to be appointed secretary of state for education by our new Prime Minister”.

Damian Hinds, the former education secretary, confirmed that he would return to the backbenches following the reshuffle.

He had served as education secretary since January 2018. Writing on Twitter, he said: “It has been the greatest privilege to serve as education secretary.[...] thank you to everyone working in education and children’s care, for all you do.”

Ahead of the reshuffle, Anne Milton resigned from her role as skills and apprenticeships minister.

DfE proposes Ofsted registration fee increase for early years providers The Department for Education has opened a consultation on proposed changes to the application fee and annual fee paid to Ofsted by early years providers on Ofsted’s Early Years Register.

The consultation is proposing changes to the application fee and annual fee, due to come into force in April 2020. It is also seeking views on the principles that should “underpin a revised Early Years Register fee model” which is due to be introduced in April 2021.

The DfE says that the cost of inspection and regulation is currently subsidised by tax-payers, with childcare providers paying less than an estimated 20% of the costs associated with the Early Years Register. The proposed fee increase aims to help Ofsted recover more of the costs associated with inspection and regulation.

The consultation is looking for views on a revised fee model that will

tier prices depending on the type of provider registering. The consultation opened today and will be gathering views until 10am on 9 October 2019.

Anyone interested in early education and childcare, including local authorities, sector representatives and professional bodies based in England, are invited to submit their views.

Neil Leitch, chief executive of the Alliance, said that the increased fees should be accompanied by an increase in funding for the early years sector. He said: “If the government can admit that Ofsted need a fee increase to keep pace with inflation then it’s beyond time they looked again at early years funding. That means not only an urgent increase in funding levels but also a commitment to review them annually – anything less would reek of double standards and consign many more providers to closure.”

Band

Childcare category

Current fee rate (set in 2010)

Proposed application and annual fee from April 2020

Band 1

Childminders

£35

£43

Band 2

Sessional providers

£35

£43

-

Sessional providers subject to transitional arrangements

£50

£61

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Channel 4 aired a programme called Train Your Baby Like a Dog on 20 August. Featuring dog trainer and behaviourist Jo-Rosie Haffenden, the show explored how her unusual positive reinforcement method works on a toddler and a three-year-old child.

Concerns about the show were raised ahead of its broadcast, with a petition calling for it to be cancelled. Emma Dalmayne, chief executive of Autistic Inclusive Meets, launched the petition, asking Channel 4 to reconsider its decision to air the show. She said: “The children, as far as we know, in this show are not autistic, however no child should be treated like this. We here at Autistic Inclusive Meets [...] ask [Channel 4 chief executive] Alexandra Rose Mahon [...] to consider that this [is] dehumanising to children, that it should not be given a platform and to consider cancelling the airing full stop.”

Rewards and sanctions need to be used “very carefully”.

Melanie Pilcher, quality and standards manager at the Alliance, said that rewards and sanctions need to be used “very carefully”.

She said: “Children should not be treated in the same way as dogs. Children’s social and emotional development is grounded in the way that adults respond to and nurture them. They need consistent messages, clear boundaries and guidance to intrinsically manage their behaviour through self-reflection and control.

“Rewards such as excessive praise or treats may provide immediate results for the adult but do not teach a child how to act when a prize is not offered, or provide them with the skills to manage situations and emotions themselves. Instead, a child is taught to be compliant and respond to meet adult expectations in order to obtain a reward for fear of a sanction.”

A spokesperson from Channel 4 commented: “The programme explores a new approach to childcare, grounded in positive, science-based motivational techniques that are used widely by parenting coaches and animal behaviour experts. Throughout filming and broadcast, the welfare of all contributors in the programme is of paramount importance and the process is supervised by qualified child psychologists.”

Over 1,000,000 parents have used our service to find childcare.

Are you missing out?

The UK’s largest childcare website.

Register free at www.childcare.co.uk

Ready, steady, liste

n

Children at Woodsid e Nursery in Tiverton have been raising mone y to buy new books for their setting. Worki ng with a local Usborne book representative , the children completed a reading challenge aimed at those unable to read independently called ‘ready, steady, listen ’, spending a week list ening to lots of new storie s. The project raised a tot al of £500 to spend on new books for the settin g.

One small step…

Best Overall Playgroup in Cornwall won Lostwithiel Pre-school and ing is sett cession this summer. The Entry in its local carnival pro t with a floa its th sary this year, so decorated celebrating its 50 anniver historic this e sinc 2019 also marks 50 years moon landing theme – as uts ona astr as d mittee members dresse event. Parents, staff and com up as stars. while the children dressed

up

nd Playgro ilestone -school a Career m ervisor at Tas Valley Pre tirement

n, sup d with a re Jill Casso as surprise at the w , lk o rf o d 17 years h, N , celebrate e in Tasburg h S r.

0 parents e almost 10 this summ y n b o d ti e ra d n b e cele een a d party att This has b h cake an d present. n a setting wit st a p e th Belle oth listed for nd staff b also short s children a a w o ar. h w rlier this ye ar for Jill, Award ea t special ye n e m ve ie etime Ach Tutaev Lif

Peas in a pod Children at Selston Childcare in Nottingham have been learning about vegetables after growing some of their own. The children grew some peas from seeds in the garden and were able to harvest the pods this summer after watching the flowers attract butterflies in the garden. The children enjoyed eating the sweet peas and singing the song “five fat peas”.

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30th annivers

ary

Staff and child ren at Jenny Wren Nursery marked the se in Eastbourne tting’s 30th an have niversary with setting, which an open day. was graded ‘o Th e utstanding’ in in 2016, cele its last inspec brated with fa tio n milies and pa based in Emm st pupils. The anuel Church se tti ng is in Eastbourne early years ed ’s Old Town, ucation for ch of fe rin g ildren from al l areas of the town.

Graduation celebr

ation

bye to its ester has said good dergarten in Colch ildren, ch Lexden Lodge Kin e celebration. Th h a graduation-style d a mug an l oldest children wit received a scrol school this month, d staff an who are due to join ts joined by paren vements and were at the r ge to mark their achie McQuitty, mana afterwards. Angela y.” da in a celebratory tea us ll, it was a glorio ceremony went we setting, said: “The

Top 20 award Buttercups Day Nurseries, based in west London and Chalfont Park, has been included in Daynurseries.co.uk’ s Top 20 mid-sized nurseries. This is the second time the group has been included in the list, after they were recognised in 2018 as well. Carol Whitehouse, princip al at the group, said: “I am so proud of our wonderful team who all work so hard to deliver the Buttercups ethos.”

What’s been happening in your setting?

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

HAVE YOUR SAY

Letters to the editor STAR LETTER Debunking the ‘record spend’ The total spend on Early Education Entitlements is of relatively little significance to those of us at the rock face. What matters is the hourly rate that we actually receive from our local authority.

The 30 hour policy was introduced merely as an election carrot.

The long-term effects of institutionalising our early years sector has never been thoroughly debated by those in power and an assumption that more of the same will satisfy our needs. It is just not acceptable.

Unlike many products, education does not get cheaper the more children that attend or the more hours they use. This is particularly true when we are delivering top quality education for our youngest children.

While I am delighted that the smallest early years businesses pay no business rates, I am not a small business and am paying the full whack. I saw a massive increase in my bill this April. With the abolition of business rates in Scotland and Wales, I do not see why England can’t follow suit.

We have two severely disabled children attending our two settings and accept children with wheelchairs and complex needs. But the 11p per hour uplift we are offered is little more than an insult. Funding levels need to be realistic and at the same levels as primary schools.

The system is far from transparent. The contracts we are forced to sign with local authorities are complex and unfair. They force us to subsidise the funded hours with the other services we offer. In reality, it would be better if parents could use their funding against their overall childcare bill.

We are being forced into an impossible situation. From a personal point of view, I find the comments from Nadhim Zahawi MP very generalised and arrogant without a shred of empathy for the 11-hour shifts many of my staff take on.

I find all this paperwork and prevarication, which usually leads to no change whatsoever, most frustrating. Thank goodness that the Alliance is there fighting for us. I do hope their face-to-face meetings will have more success than my correspondence has done.

Alice J Bennett MBE, proprietress, Madresfield Early Years Centre After-school going in-house I have spoken to more than 30 people who are all in the same position as me – after-school clubs that have operated from within a local school site for more than 20 years before being taken in-house by the school.

Most of these schools are refusing to accept that TUPE applies and a few have lost their livelihoods and homes as a result. This is appalling.

This is also happening to pre-schools – one of ours has already been informed that it will be taken in-house in January. The profitable settings appear to be being targeted and ours are all Local Education Authority-run schools, not academies. Five of our other settings are also now in jeopardy as they were supported by

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the two that have aldready been taken.

We have already closed a nursery in December due to funding concerns combined with the knowledge that these two after-school settings were being taken in-house. There is no community spirit left!

Sandra Ogden, director, Wasps Link Club & Nurseries Ditching plastic Here’s just a few of the ways we are encouraging environmental awareness with our children: We re-use scrap paper for our creative and writing tables, we collect natural materials for outdoor play. We also recycle yoghurt pots, using them as glue pots in our creative areas. We ditched glitter and are using donated, recycled resources as much as possible. Children are also now using reusable water bottles to drink as well.

Alison Ebanks, via Alliance Facebook page

Universal credit A number of early years providers have contacted us about the childcare element of Universal Credit. Have you experienced any problems with payments using this system? Please get in touch at editor.u5@eyalliance.org.uk and share your experience with us.

Top tweets

@PaintpotsNewall We’re aware of 3 settings that have closed locally in the last month. When will early years get the funding it requires?! @yhamilton588 This can’t go on! Every day nurseries are closing due to insuffient funding ☹ ☹ @DonnaGaywood Good to see cultural capital acknowledged. Important to ensure ALL children are supported to achieve and have access.

This month’s star letter wins a copy of the Alliance’s NEW book Exploring the Education Inspection Framework (£6.79 members, £9.70 non-members), which offers a guide to the process of being inspected and the changes that the new EIF has brought into place. Visit shop. eyalliance.org.uk to order your copy.

Early Years Alliance

NEW FREE TRAINING We’ve made it even easier for you!

Be the best: manager contains nine Cache-endorsed, CPDapproved online training courses recommended especially for practitioners in leadership or management roles. The entire bundle is free to existing members so why not join now or take advantage of our special offer.

It covers: Effective leadership, teaching and learning Reflective practice and the importance of self-evaluation Improving children’s learning through play g Supporting early language and speech development inin ld a r t i c Understanding and addressing behaviour ami ce to bu in n y n ,d s sed e a cha ip skill d ...and much, much more! u c o e £95.00 SPECIAL OFFER for non-members (£142.00 when purchased individually)

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f ors ersh his ve m “…t age ga sh lead che-end k e pac d refr . It’s Ca end!” n e r up a wn tim recommhine Corne o ns my highlyanager, Su – M too Nursery ley Hay

OFSTED

A new inspection framework A new Alliance publication shares practical insight into Ofsted’s new Education Inspection Framework

T

he Education Inspection Framework (EIF) introduces a greater emphasis on each provider’s own approach to the curriculum, its intent, how well it is implemented and how it impacts on children. Therefore, the setting leader and practitioners must be confident that it is working for everyone.

When an inspector is talking to the leader at the start of the inspection, they will ask about the aims and rationale for their EYFS curriculum.

This is a positive evolution for the early years sector as it allows practitioners to demonstrate how they meet the needs of each individual child. The EIF also demonstrates Ofsted’s willingness to inspect aspects of provision that are beyond the general narrative and wider content of the EYFS. The EIF explains that the choice of teaching methods is a decision for providers, within the confines of the EYFS. Leaders are judged on how well they assure themselves that their curriculum intentions are met and consequently that teaching methods are effective.

As the inspection progresses, it will become clear to the inspector whether the setting leader’s explanation of their teaching methods and pedagogical approach is shared and understood by every practitioner.

The inspector will be tuned in to whether what the leader tells them during their initial conversation aligns with what individual practitioners say and do while the inspection takes place. This is only likely to be the case when there is absolute clarity amongst the team. Having one group or room where there is outstanding teaching and learning happening cannot compensate for poor practice

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elsewhere in the setting. This will have a direct impact on the judgement awarded.

Having a peer observation system is one important form of self-evaluation that helps promote confidence in the effectiveness of teaching and learning. It enables the leader to observe practice and to assess the overall quality of the curriculum, and most importantly to share their vision for high-quality care and education during feedback to individual staff.

It also identifies areas of strength as well as weaknesses in practice and subject knowledge that must be addressed.

Peer observation has much the same aims as the joint observations undertaken by the inspector and the nominated member of staff.

Peer observation should enable the leader and practitioner to:

evaluate their own knowledge of the EYFS curriculum

gain an insight into the effectiveness of professional development activities that have been undertaken and that may be required

maintain a shared view of the effectiveness of their interactions with children

observe the quality of the implementation of the curriculum confirm how effectively the leader supports staff to promote the learning and development of all children Further guidance on the new Education Inspection Framework, including a peer observation template, can be found in the new Alliance publication, Exploring the Education Inspection Framework.

NEW: Exploring the Education Inspection Framework

A guide to achieving a successful Ofsted Grade Early Years Alliance (Ref: A020) £6.79 members, £9.70 non-members While you may frequently refer to the EYFS, the same probably cannot be said about the inspection handbook. Every practitioner in a setting that seeks to be at least good or outstanding must be familiar with the criteria that Ofsted will use to make their judgement; likewise, the provider, and everyone involved with the management of the setting, must be clear about how Ofsted will inspect them.

Exploring the Education Inspection Framework aims to provide practitioners with a good understanding of the process of being inspected and the changes that the new EIF has brought into place. For instance, defining your early years curriculum through conveying intent, implementation and impact; demonstrating cultural capital and the new judgements that will be made under the EIF. Where providers are already implementing educational programmes (curriculum) effectively they are likely to continue to be good or outstanding if they are clear about their intent, implementation and impact.

Practitioners should embrace any inspection under EIF as an opportunity to demonstrate the high-quality provision they offer to all the children in their care and this new publication will support them to do this effectively.

Further support The Alliance has a full package of support to help you meet the requirements of the new EIF, including two specialist workshops: Exploring the EIF and Cultural Capital. The workshops are delivered nationally through our network of Service Hubs.

Find your local hub and book your workshop at www.eyalliance.org.uk/eif.

NEW EIF

package now available!

Everything you need in one place‌ Our comprehensive tailored, flexible Education Inspection Framework (EIF) package helps you and your whole team to confidently meet the new requirements.

The package includes; two specialist workshops Exploring the EIF and Cultural Capital our new publication Exploring the Education Inspection Framework Successful delivery of the Education Inspection Framework consultancy service, six hours delivered direct to you by a professional, qualified early years advisor You can select different elements of the package and choose to buy separately too.

Here for you... W. eyalliance.org.uk/eif

Early Years Alliance

CPD

Making a manager What makes a great early years manager? Editor Rachel Lawler speaks with Tracey Davis, manager at Shoebury Nursery about her experience

L

ike many practitioners, Tracey Davis started her early years career as a volunteer. She joined Shoebury Nursery in Southend 12 years ago and has since worked her way up through from an assistant role, to a deputy manager. She has now been manager at the setting for the past five years.

Practical experience in the early years is essential for setting managers, but does the job require additional skills? “Yes, absolutely,” Tracey says. “You need to be patient, approachable and persistent but you’ll also need to be good at multi-tasking and learn to always have a back-up plan.”

Lots of these skills will be best learned on the job as new managers build confidence in their leadership.

But while managers will need to make decisions and lead their team, they also need to be ready when staff need support. “It’s not a desk job,” Tracey says. “You’ve always got to be prepared to be hands-on and work with your team. A good manager leads from the ground up.”

Challenging times During a difficult time for the sector, being a manager can bring real challenges. “Working with other professionals can be hard,” Tracey explains. “Those outside of the sector often don’t understand what we do in settings as they have very little day-to-day experience of

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our work.” This can make dealing with local authorities and other contacts testing.

But by far the biggest challenge facing most settings today is the issue of funding. Budget restraints often leave settings struggling to recruit good staff and worrying about their sustainability. To keep hold of good team members managers need to make sure they are feeling fulfilled and suitably challenged in their role. “You need to encourage staff to keep working on their CPD and make sure you are being constructive with any comments or criticisms you have,” Tracey says.

Finding time Recruitment and budget concerns can also make it difficult to find time to work on your professional development. “There is never enough time in the day as we don’t have the budget to have a spare person and are working close to our ratios,” Tracey explains.

Online training can offer staff a chance to work on their knowledge and skills without having to take time out of their already busy days.

“Lots of my team choose to work through their EduCare courses at home. Of course for some courses you need that face-to-face training but when you are short on time, online training is great,” Tracey explains.

Despite the challenges, managing a setting can also be hugely rewarding. Tracey says that seeing the impact of your work on the children is the best part of the job. “Watching

children develop and grow into confident little explorers is so rewarding,” she says. It’s essential to learn to balance these rewards with the stresses of the job. “It’s important to know when to switch off, too,” Tracey adds.

“You’ve got to be able to leave it all behind when you go home for your own wellbeing.”

Be the Best: Manager Our new EduCare training bundle makes it easier for you to take your managerial expertise and skills to the next level while boosting your continuing professional development.

Be the Best: Manager includes nine Cache-endorsed, CPD-approved online training courses especially recommended for early years leaders and managers. Once you have completed all nine courses through EduCare, you will be able to apply for your free Certificate of Training.

Hayley Nash, manager at Sunshine Corner Nursery in Kent, said: “This dynamic training package gave me a chance to build-up and refresh my leadership skills in my own time. It’s cache-endorsed too – highly recommended!”

Alliance members can enjoy all these training courses for free as part of their membership. Non-members can purchase the Be the Best: Manager bundle for the special offer price of £95 or opt for full Alliance membership – which starts from £112 a year and includes all of the bundle courses as well as our comprehensive range of benefits and offers.

Find out more at www.eyalliance.org.uk/ educare-bundles.

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4. This offer can be used multiple times per customer. 5. Offer code must be quoted at online checkout or over the phone. 6. TTS Group Limited reserve the right to change these terms & conditions on reasonable notice. 7. Offer is only open to customers that are Early Years Alliance members based in the UK (inc. Channel Islands and Isle of Man). 8. Discounts are applied to the ex-VAT sub-total amount.

SEND

One-to-one care Helen Mann-Ray, deputy manager at Bilbrook Playgroup in south Staffordshire, shares her experiences of working as a SENCO

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have a very vivid memory from my first role in the early years sector. It was a cold winter and we had taken the children outside to play in the snow. The children loved it, until suddenly the atmosphere changed. A child with additional needs had been overwhelmed by the experience and was now lying on the snowy ground crying. As his key person, I knelt beside him and tried to help him understand that he needed to go inside as I comforted him.

I didn’t really have much experience and was relying on advice from colleagues and external contacts. I spent a lot of time reading and trialling ideas to see what worked best. I remember feeling very frustrated and inadequate. Years later, I am now a key person for children with additional needs, as well as my setting’s SENCO, and I’ve learned a lot since that day in the snow.

Relationships Having strong relationships is always key in the early years – and not just with parents and carers. You need to have a good relationship with the child themselves to help them feel happy and confident in our company. Without these relationships intervention will be less effective.

We all respond better to those who take the time to get to know us, who want to have fun with us and who we feel safe with. For children with additional needs, the thing that makes them laugh or the thing that they enjoy doing may be

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unusual. If a child likes spinning around, then we can do it too. If they like the feel of particular textures, we need to find the joy in doing it too.

This is the start of intensive interaction.

Intensive interaction Intensive interaction is sometimes advised as part of a speech therapy programme. It is a way to get a child to notice you and realise that what they do has an impact on you, encouraging them to start communication. It means doing exactly what the child is doing – copying their movements and expressions.

We need to lose our inhibitions and enter the child’s world. Once the child has spotted what you are doing, you can make small changes in your movements to see how they respond.

It’s easy to get tied up with your intervention programme when you’re working with a specific child, but it’s important not to forget this first step. You need to enter the child’s world first and get to know what brings them joy. Once you know this, then you can use your knowledge to inform your intervention.

Emotional support Small children often want physical contact – holding hands or sharing a hug. A child with additional needs may want this too, but it can be more unpredictable. I have had children with SEND pull me into a vice-like grip in excitement or out of anger or fear. This can make practitioners fearful of a child, particularly if a

child uses inappropriate contact such as biting or grabbing. If the practitioner ends up keeping their distance, this can hinder the relationship.

Practitioners can be cautious, but not afraid.

Sitting happily with a child will help them start to trust us. Children with language and communication delay may sometimes use touch to communicate with adults, taking us by the hand or even pushing us towards the thing they want to have or do.

In an intervention programme, the attention we give an individual child can be overwhelming for them and the practitioner. Some days, we may need to take a step back and give the child space. You can be present, while allowing the child to process their learning themselves.

Working with children with different needs over the years has taught me that some days are difficult and you will have bad days. It’s okay to make mistakes and worry that you are getting nowhere from time-to-time. Hopefully, as you continue to work together, you’ll start having more magical days when you achieve amazing things. You’ll find such joy as you start to enter these children’s worlds.

Find out more Ready Steady, SENCO! (£13.65 for members, £19.50 for non-members) offers a guide for all practitioners wanting to develop their knowledge of SEND as well as those on their way to becoming an Special Educational Needs Coordinator.

Visit shop.eyalliance.org.uk or call 0300 330 0996 to order your copy.

LAW-CALL

Making safety simple The legal team behind Law-Call, a 24-hour helpline available to Alliance members, explains the laws on keeping children safe

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afety doesn’t happen by accident. All childcare providers have a responsibility and duty of care towards those who work in, receive a service from or visit their setting.

That includes children and staff. Providers must comply with health and safety legislation, including fire safety and hygiene requirements.

The EYFS welfare requirements also includes statutory guidance that early years settings must consider: “Children learn best when they are healthy, safe and secure and when their individual needs are being met.”

Settings must ensure that their premises and equipment are safe and suitable for children, visitors and staff alike. You must also have procedures for identifying, reporting and dealing with accidents, hazards and faulty equipment.

Having a comprehensive set of policies, procedures and risk assessments in place is key in helping to achieve this.

Policies and procedures Your health and safety policy should include references to the following: risk assessments manual handling reporting injuries, diseases and dangerous occurrences (RIDDOR) events fire safety and fire risk assessment emergency evacuation and other emergency procedures control of substances hazardous to health (COSHH Regulations) individual rooms any outdoor space personal safety – e.g. for staff on home visits

inventory decorations for special events critical incidents including unauthorised visitors

should check that they have first aid training and are aware of the symptoms of serious illnesses such as meningitis, sepsis and measles.

Refresher courses Other procedures may also be required, depending on the type of childcare service you offer, the premises you use and the individual needs of your employees, children and visitors.

This may include daily checks of the premises both inside and out, routine checks on electrical and gas equipment and reasonable adjustments for any staff, children or visitors who may have physical or mental disabilities or special needs.

Continual process You should review these procedures regularly, particularly after an event such as an emergency evacuation or incident. Everyone involved at the time should have the opportunity to consider how the procedure worked for them, whether they were able to follow it correctly and whether they understood what they needed to do. You might identify policies that need to change or new steps that need to be added. Remember that health and safety is not a one-off event. If any changes are made, you’ll need to update staff at the earliest opportunity.

All new staff should have your health and safety procedures explained to them as part of their induction process. They should have written copies of your health and safety policies in their induction pack, including details of your hygiene regime. Make sure they are trained on your evacuation procedure and are trained to use all equipment correctly and safely. You

Consider inviting in expert speakers as part of your team’s CPD. For example, a fire officer may be able to inspect your premises, or a health visitor could discuss issues such as first aid and dental health. You could also invite an expert to discuss the importance of food safety and hygiene. These sessions will give the whole team a chance to refresh their knowledge and take responsibility for their own health and safety as well as that of others.

Even in the best-run settings, accidents do occur but with an effective health and safety policy, backed-up with a thorough training programme, the risk of serious injury or illness can be greatly reduced.

Find out more This article does not constitute legal advice. If you have any questions about your health and safety policies at your setting, contact Law-Call for more detailed guidance. The number to call can be found on your membership card or in the members’ area of the Alliance website at www.eyalliance.org.uk/members-area.

Dynamic Risk Assessment in the Early Years (£13.65 for members, £19.50 for non-members) is available from the Alliance shop at shop.eyalliance.org.uk or call 0300 330 0996.

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Going pla Earlier this year, we heard how early years settings could help reduce the amount of plastic waste produced each year. Here is how Oak Tree Nursery in Devon became a Plastic Free Nursery

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ENVIRONMENT

astic-free O

ak Tree Nursery in Devon has achieved Plastic Free Nursery status through the environment charity Surfers Against Sewage, after dramatically reducing the amount of single-use plastic they use and throw away. Francy Broxholme, deputy manager at the setting, explains: “We’ve been really productive and are now throwing away only a third of what we used to.”

The setting originally started its campaign against plastic at the request of the children, who become particularly passionate about the idea after reading the book Five Little Men in A Flaying Saucer, which sees aliens visit a polluted and littered planet Earth. “It’s a very simple book but it sparked a wider conversation about the environment around our nursery and the children were genuinely upset by all the litter they saw,” Francy explains.

Beachcombers Being located in a coastal town, the setting’s children were keenly aware of the impact of litter on their local environment as plastic items frequently wash ashore or are carelessly dropped by visitors.

The setting found out about the Plastic Free Nurseries scheme after a nearby school signed up to a similar schools initiative.

As part of the scheme, the setting was tasked with eliminating at least three sources of singleuse plastic that they were previously using. They removed straws, glitter and cling-film. “The glitter was really hard to say good-bye to,” Francy admits. “Children and practitioners love using glitter for crafts, but we’ve had to find ways of decorating without it.”

Small changes, big difference After removing all plastic straws, the setting now uses paper ones in craft activities – and they make sure that these items are packaged in recyclable materials. Francy says that a

number of autistic children in their setting used plastic straws as part of their daily routines but have transitioned well to the paper alternatives.

The team has gone above and beyond their original task, and has started to see a change in staff behaviour too. The team also stopped using their laminator so that these paper and cardboard items can be recycled when no longer needed. They also started recycling as much waste as they could, including paper towels, metals and plastic. Plastic cups, cutlery and paper plates have also been removed from all of the events they host. They’ve also started offering packets of wildflower seeds as an alternative gift for parents.

Any plastic waste that can’t be recycled at the setting is now used make eco-bricks – plastic bottles filled with unrecyclable plastic waste to create sturdy building blocks. These blocks have been used in developing countries to build furniture and even some buildings, but here in the UK they are also used to build children’s playground equipment. Francy says: “It’s lovely to hear the children saying things like: ‘Look at me, I’m a superhero, saving the world!’ as they are making up the bricks. It’s really magical and I do hope they take this all with them for the future.”

The children and their families are also taking things further with regular beach-combing activities outside the setting. Collecting waste from the seaside has further highlighted the extent of the problem and the sheer volume of plastic items routinely disposed of. As a coastal town, tourism is important to the local area and parents were keen to help keep the beaches and wider town clean. “The children were quite shocked by what they found,” Francy says. Their haul included a large amount of food wrappers,

lollipop sticks, dummies and other items.

“They were particularly horrified to find plastic fingernails!”

Beyond plastic The setting has also started to look at other ways of being more eco-friendly, swapping bottles of soap for a handmade alternative and finding alternative cleaning products. The setting also works with its local supermarket, collecting food items such as fruit and vegetables that would otherwise be wasted but are eaten in the setting instead. They’ve even tried making their own paper. “With everything we use, I try to ask: ‘Do we really need it?’ and ‘what will happen to it once we have finished with it?’” Francy says.

Now only a quarter of the setting’s waste is sent to landfill, with nappies making up the bulk of this. The setting is speaking to others in the local area to try and arrange for them to be sent to an incinerator as a better alternative.

With so much of modern life generating plastic waste, it can be easy to feel overwhelmed by the task of reducing your setting’s waste. But Francy says practitioners need to focus on the small differences they can make that add up. She says: “We need to recognise that it’s not possible to be fully plastic-free at the moment, and know that it’s not a failing on our part.”

Find out more Alliance quality and standards manager Melanie Pilcher hosted a webinar on the topic ‘Plastic not so fantastic’ earlier this year. The full webinar is available to watch online at bit.ly/2HoqV5I. You can also read the previous Under 5 articles on the topic and find a Plastic Audit for your setting in the members’ area of the Alliance website at www.eyalliance.org.uk/ members-area.

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NUTRITION

Sugar swaps Orla Hugueniot, senior campaign nutritionist at Public Health England, shares some ideas for reducing the amount of sugar served in your setting

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e’re all eating too much sugar – in fact, children aged between five and 10 years old are having around 2,800 sugar cubes more than they should each year. That’s more than double the recommended amount.

Most people know that too much sugar is bad for our children’s health, contributing to weight gain and tooth decay, but for parents it’s not always easy to limit juice, fizzy drinks, sweets, chocolates, biscuits, desserts and sugary breakfast cereals.

That’s why it’s important that early years settings help families to cut back on sugar.

Sugary drinks As you can imagine, water is the best choice but sugary drinks are currently the main source of sugar in our children’s diets.

Here are some tips for cutting down in your setting and for parents at home: In the setting Children must have access to fresh drinking water.

Provide children with only fresh tap water and plain milk to drink daily.

For very young children Babies less than one-year-old should be given breast milk or infant formula as their main drink.

Sweet drinks including squash, fizzy drinks, milkshakes and fruit juice have lots of sugar in and should be avoided to help prevent tooth decay and tackle

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obesity. Even soft drinks aimed at babies and toddlers can be very sugary.

During mealtimes, offer babies sips from an open or free-flow cup.

For older children Swap sugary drinks for sugar-free or no-added-sugar ones, or better still opt for plain water or lower fat milk instead.

Cereal swaps Many breakfast cereals contain sugar and some contain a lot, especially if they are coated or chocolate-flavoured. The best way to find out how much sugar is in a pack of cereals is by checking the front of the packet for its ‘traffic light’ label. If it has all or mainly green coding then it’s one of the better options for children.

Plain wheat-biscuit style cereals such as Weetabix, shredded wheat type cereals and, of course, plain porridge are green for sugar, saturated fat and salt levels and are some of the better options available.

But breakfast doesn’t have to be all about cereals. Why not try some other suggestions including eggs and fruit. The NHS’s start4life has some ideas for great early years breakfasts.

Visit bit.ly/2TGqzLe for some easy ideas to try.

Toast toppers Jams and marmalades are high in sugar so aren’t a good choice for an everyday breakfast for children. We suggest reducing your use of these spreads and if you do use them, try to spread them very thinly. Why not try fruit as a topping instead? Mashed or sliced banana are easy to make do and a big hit with my kids. You could also try mashed avocado or hummus.

Low-sugar snacks Some healthier snack ideas for young children include:

cucumber sticks fruit and yoghurts cheesy English muffins hummus with vegetable fingers to dip tuna dip and pitta breads

Older children may also enjoy: malt loaf plain rice crackers lower-fat hummus lower-fat cheese sugar-free jelly low-fat, low-sugar yoghurt fresh or tinned fruit salad bread or toast crumpets Babies less than a year old don’t need snacks and shouldn’t be served them. If a baby is hungry between meals, offer them some more of their usual milk feed instead.

Special celebrations There’s nothing wrong with families celebrating a birthday or special occasion with a bit of cake at home. But in an early years setting, when there are often lots of celebrations close together, this can mean that children are consuming lots of extra sugar without parents and carers realising just how much and it all adds up.

It’s worth checking our early years guidance and menus, which say: cakes and biscuits should be limited at lunchtimes – any desserts offered with meals should be fruit-based biscuits and cakes should be avoided at tea times cakes, biscuits and confectionary should be avoided between meals Early years settings can reserve the right to ask parents not to bring sweets or cakes onto the premises for celebrations – avoiding these foods coming into your setting in the first place is a good start.

Another option is to limit the number of celebrations taking place each year by celebrating the children’s birthdays together at the end of each month. This gives everyone an opportunity to have fun and celebrate. You could use a fruit-based dessert to share as ‘birthday cake’.

SAFETY

Push the button Button batteries can be dangerous to children if swallowed, but many families are not aware of the risks. Here’s how you can help prevent an accident in your setting

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sed to power small electronic devices, button batteries have become increasingly prevalent in recent years. As portable devices become more popular, so too have these disc-shaped batteries. You can find them inside calculators, watches and many children’s toys.

Unfortunately, these particular batteries are easily swallowed and can seriously injure or even kill a child. When a battery comes into contact with saliva it creates a substance called sodium hydroxide – also known as caustic soda, often used to unblock drains.

When swallowed, these batteries can get lodged in a child’s oesophagus on the way down to their stomach and can erode tissue in just a couple of hours. This can seriously harm, or even kill, a young child. Worryingly, it can be difficult to know if a child has swallowed a button battery, as they may not choke and may not show any symptoms immediately. Button batteries can also be dangerous if they get stuck in a child’s ear or nose.

According to the Royal Society for the Prevention of Accidents (RoSPA), three in every 10 parents are not aware of the dangers posed by button batteries. This

is particularly worrying as the same survey found that around 40% of parents found button batteries inside some of their children’s toys and 53% said they did not know how to properly dispose of them.

If you want to help keep children safe, there are a number of steps you can take in your setting to prevent button batteries becoming a problem. You may also wish share this advice with families to use at home.

Storage Button batteries should be stored securely, out of children’s reach. They should not be left loose in drawers and you should be mindful that the packets are sometimes easy for children to open.

Be careful not to drop any spare batteries on the floor when opening a packet and look out for any spare batteries included with the packaging with new electronic products.

Check your toys Look around your setting for any electronic toys that may have a button battery inside. A button battery may power toys that make a noise, move or light up. The battery compartment should be secured with a screw or child lock – if not you should remove the toy from your setting and consider reporting the toy to Trading Standards.

Make a note of all the toys that use button batteries in your setting.

Other items including remote controls, calculators, car keys and nightlights may have

button batteries inside too but, unlike toys, there are no safety regulations to ensure that these devices do not allow children to access the battery inside. Make sure devices that aren’t secure are kept out of children’s reach.

Recycle dead batteries Rather than discarding button batteries with the rest of your rubbish, they should be stored safely until you can recycle them properly. Even when ‘dead’, these batteries are still powerful enough to hurt a small child.

Emergency response If you think that a child may have swallowed a battery, you should take them immediately to the nearest A&E department or call 999 for an ambulance.

Children may not present any obvious symptoms after swallowing a battery. They may cough, gag or drool, but they may not. Other possible symptoms include pointing to their throat or tummy and being sick. The symptoms aren’t always clear so it’s important to trust your instinct and respond as quickly as possible if you think a child may have swallowed a battery.

When taking a child to A&E, you should take the battery packaging or the toy/device they were playing with to help staff identify what type of battery the child has swallowed. If you think that a child has swallowed a button battery, do not let them eat or drink and do not try to make them sick – this may make the situation worse, so take them straight to A&E for treatment.

Recycling batteries Some local authorities may collect batteries as part of your usual collection but most do not.

You’ll need to take used button batteries to a recycling centre, supermarket or local shop.

Button batteries should not be disposed of with the rest of your rubbish as they contain mercury, which can enter food and water supplies if left in landfill or burnt in an incinerator.

Visit www.recyclenow.com to find your nearest battery recycling station.

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Putting an e After the first successful FGM conviction in the UK, we look at how early years professionals can help protect the girls in their community

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arlier this year, a woman from east London became the first person to be found guilty of female genital mutilation (FGM) in the UK after her threeyear-old daughter was cut in 2017. It was the first successful conviction after FGM was made illegal more than 30 years ago and marked an important step in the fight against this harmful practice.

However, there is still more work to be done to help put an end to FGM in the UK. Earlier this year, the Victoria Derbyshire programme reported a growing number of cases of FGM carried out on babies.

The age at which FGM usually takes place varies hugely across different communities, but it does sometimes happen to girls under the age of five – with some girls being cut at birth.

Leethen Bartholomew, head of the

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National FGM Centre, says that there are number of complex reasons why some families still practice FGM. “Some people believe that FGM is a religious requirement – although we know that it is not. Some families also believe FGM will help them get a bigger dowry for their daughter,” he explains.

“But it’s important to look at the roots of FGM. It’s really about controlling the sexuality of a girl and preserving their virginity.”

Early years practitioners tend to have close relationships with families and may be well-placed to spot signs that FGM may have taken place and perhaps even prevent it.

Spotting the signs There are a number of risk factors that may suggest that a girl will be at risk of FGM. These include: Parents’ attitude/beliefs – if a girl’s parents

are in favour of FGM, she is at a very high risk of being cut.

Female relatives with FGM – girls with sisters, cousins or a mother who have been subjected to FGM are at high risk.

Wider community beliefs – even if the parents are against FGM, influential members or their wider family or community may put pressure on them.

Potential symptoms “When we are talking about FGM people think it is just one thing but it actually includes many different procedures,” Leethen explains. FGM is usually grouped into four different types, with varying severity – you can visit the National FGM Centre’s website to learn more. Depending on the type, you may not see any symptoms, unless the girl has been very recently cut. You may notice girls having problems urinating, discomfort when sitting or walking or spending longer than usual in the bathroom.

SAFEGUARDING

end to FGM You may also notice that a child is often on antibiotics to treat UTIs or other related concerns. Don’t assume that healthcare workers will have already picked up on the potential risk of FGM, as these risks can sometimes be overlooked. “Early years staff will know children and families well,” Leethen says. This personal connection can be key in knowing when something is not right. “The main thing to look out for is a change in the child’s behaviour,” he suggests.

What to do If you have reason to suspect that a girl at your setting is at risk of FGM, or has already been subjected to FGM, you should speak with your setting’s designated safeguarding lead and make a referral to your local children’s services team. Cases of FGM in girls aged under 18 should also be reported to the police – you can contact them on 101 or, if you think a girl is at immediate risk, call 999.

Setting managers and safeguarding leads

should think about training staff on FGM to make sure everyone knows what to look out for. Leethen says: “Early years practitioners shouldn’t feel anxious about reporting FGM. It needs to be treated like any other safeguarding concern.”

Preventing FGM While early years practitioners can be key in helping to spot the signs that FGM has taken place, they may also be able to help in preventing it too. “Early years practitioners have a very important role in the way they engage with families,” Leethen says. “They tend to have a much bigger role in families’ lives than school teachers.”

You can help by raising the subject with families in a sensitive way. Leethen suggests talking about the issue at coffee mornings, or similar events, with parents. “Find creative ways to talk about it but don’t invite people to an ‘FGM’ event,” he says. “Call it ‘health and wellbeing’ or even ‘equality’, because

this is what preventing FGM is really about.”

Remember to consider how you will communicate with parents with English as an additional language at these events. But it’s also important not to think of FGM as something that only occurs in certain communities. “It is much broader than people often think,” Leethen says.

Practitioners should speak with children, too.

They may talk about things that have happened to them or their sisters or a special trip they are due to make that could highlight a potential risk.

Leethen recommends the NSPCC’s PANTS rules for explaining to children about the rights they have and how to let someone know if something has happened to them. This is good practice for all children and not just those who may be at risk of FGM.

Find out more The National FGM Centre is run by Barnardo’s and the Local Government Association. Visit www.nationalfgmcentre.org.uk to learn more about FGM and visit www.nspcc.org.uk for information about the PANTS rules.

You can also contact the NSPCC’s FGM helpline on 0800 028 3550 for more advice.

When is a forest school not a forest school?

Has the term “forest school� become a gimmick? Robbie Dee, leader and trainer at Forest School Learning Initiative, explains how the ethos should work in practice

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FOREST SCHOOL

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orest schools have become more popular across the UK in the past few years. But while this has been positive for many practitioners, as parents begin to recognise the value of these sessions, some settings may be confused about what activities qualify as forest school, which can, in turn, be confusing for prospective parents looking to choose the best setting for their children.

As a forest school trainer, it breaks my heart to hear that this learning approach is sometimes seen as a marketing tool. A new book, Critical Issues in Forest Schools, has highlighted the differing models of forest school starting to pop up. The Forest School Learning Initiative passionately believes that forest school sessions must be provided in line with the Forest School Association’s principles and that anything less should not be called forest school.

The six principles defined by the Forest School Association are: 1. Forest schools should include regular sessions in the same natural woodland or wooded environment, not one-off or irregular visits to different locations.

2. Forest schools should support the development of a relationship between the child and the natural world.

3. Forest schools should promote the holistic development of everyone involved.

4. Forest schools should offer children opportunities to take appropriate risks.

5. Forest schools should be run by qualified practitioners who maintain and develop their practice.

6. Forest schools should use a learnercentred approach to promote learning and development.

Regular sessions Many settings take children out on nature walks, or offer outdoor muddy activities.

But unless these activities are offered every week over at least six weeks, with the same group of children, this will not count as forest school. Children need time

to engage and invest with forest school activities in order to enjoy the full physical, social, mental and educational benefits of the sessions.

How it works One activity that many forest schools regularly use is bug hunting. Bug hunting teaches the children about habitats, life cycles and makes them more aware of the living things that they may find in their local woodland.

If the children are crouching down and rolling over logs, then this activity can help with their development of gross motor skills and balance through core stability.

Finding a bug can also stimulate conversation with their peers and help to extend their descriptive language. For example, a child might say: “This bug has six legs and can go really fast.” While another child might compare this bug with theirs: “Mine is slower than yours and is a different colour.” This extended language and type of comparison can then be transferred to other areas of the EYFS in future sessions.

Child-led Forest schools should be child-led, with meaningful activities that allow children to assess risks individually in a natural environment. They shouldn’t be continually changing location. One of the main aims of forest school is using small achievable tasks to reach your bigger goals, helping children to become more confident.

Children are our future minds. If we do not allow them to learn through their own curiosity then the relationship between them and their natural environment may weaken. Forest schools should monitor their ecological impact and empower children to have as little detrimental effect as possible, helping them learn to look after it.

Different spaces It’s important to remember that settings in urban areas, or spaces without a nearby woodland, can still follow the forest school ethos. Forest school leaders should

complete a plan to ensure their activities do not impact on the sustainability of any site.

Forest school leaders are encouraged to continue their professional development by attending further training and events to help improve their practice. This helps ensure that your forest school is still working in line with principles and follows best practice.

Different approaches Like many other professions, there will always be differences between individual forest school providers and how much time and money they invest in their practice. The most important thing we can do as early years practitioners is to focus on choosing quality forest school training for staff and making sure that our practice does not become merely outdoor play.

Am I insured?

Alliance early years insurance will cover forest school sessions and activities as long as you have a trained forest school leader overseeing the sessions. Find out more or get a quote by contacting our insurance team on 020 7697 2585 or emailing insurance@eyalliance.org.uk.

What is forest school?

Forest school has been defined as: “An inspirational process that offers children, young people and adults regular opportunities to achieve and develop confidence and self-esteem though hands-on learning experiences in a woodland environment.” It is important to be clear that forest school is not the same as outdoor learning, although there is a shared ethos and some shared elements.

Find out more Alliance publication Re-connecting with Nature (Member price £9.55 Non-member price £12.95) is available to purchase from the Alliance shop at shop.eyalliance.org.uk or by contacting 0300 330 0996 or emailing shop@eyalliance.org.uk.

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Equality in th Recent months have seen protests against LGBT lessons in a Birmingham primary school, but what does the law say about equality in the early years? And how can you promote diversity in your setting?

E

arlier this year, a number of parents protested outside Parkfield Community School in Birmingham in response to children at the school being taught about same-sex relationships as part of a “No Outsiders” project. The project focused on diversity, including LGBT rights, as well as religion and race.

Ofsted confirmed that the lessons at Parkfield were age-appropriate for the primary school and the previous education secretary Damian Hinds clarified that parents had no right to dictate a school’s curriculum.

But the story has still sparked concern for educators looking to promote equality.

All early years settings have a duty to ensure that all children are included and supported to be themselves. This includes those who have single, same-sex, adoptive or surrogate parents or those who live with grandparents or other family members. Early years settings should also celebrate the diversity in their communities – including LGBT people and their families – and challenge gender stereotypes.

Even at this early age, children will notice if they are getting a lot of questions about their family and might start to feel different

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from their peers. Research has shown that children who are LGBT, or are perceived to be, face prejudice and bullying from their peers. Gender stereotypes can also be harmful, making children afraid to express themselves or suddenly stop doing certain activities. Children that don’t conform to stereotypes can also face bullying.

Early years settings can help prevent these problems before they start.

Equality and the EYFS Early years providers are all required to provide children with “equality of opportunity and anti-discriminatory practice” under the Early Years Foundation Stage and you should ensure that all children are supported, regardless of their family background.

Children need a warm, nurturing environment to learn in and inclusivity is part of this.

Equality and the law The Equality Act 2010 prevents organisations from discriminating against people based on their sex, sexual orientation and gender reassignment. This means that it is against the law for your setting to discriminate against: children with LGBT families, including

same-sex or trans parents children who do not conform to gender norms children who are trans or are questioning their gender identity Under the Public Sector Equality Duty, early years settings run within state schools or maintained by a local authority must actively promote equality of opportunity. It is best practice for private settings to do the same.

Equality and Ofsted Under the Education Inspection Framework (2019), Ofsted inspectors will assess how well a setting is complying with its duties under the Equality Act. Promoting respect and tolerance for those with different beliefs and faiths is a part of the British values that settings should be actively promoting in their settings. Under the new “behaviour and attitudes” judgement, settings are also expected to create a “respectful culture” where discrimination and bullying is not tolerated.

Celebrating different families and equality in your setting while children are still forming attitudes and habits will help prevent children

INCLUSION

he early years from learning prejudices and help prevent future bullying and discrimination.

Steps to progress Many settings will already be welcoming to LGBT families as part of their wider inclusive practice, but LGBT charity Stonewall has five simple steps to make sure that your setting is fully inclusive: 1. Celebrate difference – Highlight the diversity of the world beyond children’s immediate experiences, including LGBT people and families, and help children begin to understand that everyone is different and special.

2. Create an enabling environment – Don’t think of diversity as just a ‘one-off’ event, or festival, work to ensure that diversity is considered in all areas.

3. Challenge stereotypes – Sending a clear message that there is no such thing as a ‘typical boy’ or a ‘typical girl’ helps children feel comfortable being themselves and doing all the things they enjoy.

4. Get to know your families – Build relationships with children’s families and celebrate different family structures.

5. Make it happen – Being fully inclusive is a work in progress. Reflect on what works well and where you can make changes and make sure everyone feels confident about inclusion.

Practical examples of inclusive practice could include reviewing your selection of books.

You should offer children a balance between traditional tales and those that challenge stereotypes. Looks for books that include different families and ones that encourage children to celebrate their uniqueness.

Another example could include considering the words you use when talking about families, particularly if you often use “mummies and daddies” as shorthand when talking about parents. Not all children with have a mummy and a daddy so make sure they don’t feel left out.

You should also consider all children when planning for mother’s and father’s day activities and events. Make sure that children are able to make more than one card if they would like to and allow them to send them to anyone they choose.

Sidonie Bertrand-Shelton, head of education programmes at Stonewall, said:

“Children learn best and flourish when they feel comfortable and accepted for being themselves. Teaching children about the diversity that exists in the world benefits everyone. Inclusive teaching makes children from LGBT families and LGBT children feel part of what they learn about. This also helps to reduce anti-LGBT bullying which still happens far too often in schools across Britain, with almost half of lesbian, gay and bi pupils (45%) – and two thirds of trans pupils (64%) – being bullied for who they are.

“In the early years, LGBT-inclusive teaching can be as simple as showing that lots of different types of families exist, including those with two dads or two mums. Teaching children to respect everyone and value diversity will make a huge difference for the next generation of LGBT people. It will also help us create a world where all LGBT people are accepted without exception.”

More information To download Stonewall’s Getting Started toolkit for the early years, visit bit.ly/2yXtAyd. You can also download useful resources to use in your setting at www.stonewall.org.uk/ educationresources.

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EASYFUNDRAISING

easyfundraising: what you need to know Here’s how your setting can use everyday online shopping to raise funds With many early years settings needing to tighten their belts in the past few years, there has never been a better time to find additional fundraising opportunities. One way that many of our members have been using to supplement their income is by registering with easyfundraising – a cashback fundraising website.

How does easyfundraising work?

Once you register as a ‘good cause’ with easyfundraising, you can start earning cashback when anyone connected to your setting – including parents, staff members, family and friends – shops online after visiting the site. Thousands of leading retailers are signed up to the scheme including Amazon, John Lewis & Partners, Booking.com, Decathlon, Trainline, British Gas and Sky.

Can any setting sign up?

You don’t have to be a registered charity to sign up to raise money with easyfundraising but your setting does need to be a “good cause” and have a purpose outside of personal or commercial gain. You’ll also need to have a UK bank account in your setting’s name.

I

Getting started…

1. Register your setting with easyfundraising using this link: www. easyfundraising.org.uk/early-years-alliance 2. Ask staff, parents and other family members to shop online via easyfundraising. They can shop with 4,000 popular retailers and raise funds when purchasing anything from clothes, furniture and toys through to package holidays and pet insurance.

3. Every time someone makes a purchase using your easyfundraising link, the retailer they shop with will send your setting cashback donations, at no extra cost to anyone.

Everyday online shopping Using easyfundraising is a great way to raise funds, particularly when you are purchasing ‘big ticket’ items such as holidays or insurance. But it’s also great to use when you’re doing everyday online shopping, as every little purchase adds up!

You can make a big difference and help raise £100’s for your setting by purchasing your everyday essentials, such as setting supplies, craft materials, food and drink, books and outdoor equipment via the easyfundraising website.

There are hundreds of specialist early years retailers that offer cashback through easyfundraising including Baker Ross, Hobbycraft, the Early Learning Centre, The Entertainer,

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The Works, The GLTC, Argos, JoJo Maman Bébé and La Redoute – all ready to give your setting cashback donations simply for shopping online with them.

Why should our setting sign up?

Register with easyfundraising and you will join over 2,000 Alliance member settings already raising additional funding through the site. Here’s some of the benefits of the site for your setting: unlimited fundraising income a cost-free way for parents and staff to further support your setting a chance to purchase extra resources with the additional funds It is completely free for settings to register with easyfundraising and anyone who uses the site to purchase items will not have to pay any additional costs.

How it works Bradworthy Pre-school in Devon is enjoying the benefits of easyfundraising. The setting and its supporters have raised more than £1,700 to date, which has allowed them to improve their outdoor area.

Kate Moyse, leader at the setting, said: “easyfundraising has helped us invest in our outdoor space. The children used to get frustrated when they could hear tractors, farm machinery, trucks and motorbikes going past but couldn’t see over the fence to watch them. So we have put our recent easyfundraising donations towards having port holes added to our fence!”

Fundraising that works for everyone What’s different about raising funds with easyfundraising is that it’s a really inclusive way to fundraise – everyone can get involved. With most people doing at least some shopping online, raising funds at the same time as shopping is a quick, convenient and cost-free way for people to support your setting.

Ashleigh, a parent-supporter, has helped raise £1,500 for Addingham Pre-school in west Yorkshire. She said: “The pre-school that my little boy attends got us all on board with a really easy app called easyfundraising. Whenever I shop online, I use it and it contributes money to the pre-school – it’s brilliant. It’s great because we haven’t had to give any money upfront – it’s free money.”

To join easyfundraising for free, visit: www.easyfundraising.org.uk/early-years-alliance.

SUSTAINABILITY

Building a more secure future Creating and developing a sustainable setting is not just about money. As important as that is, it also requires leaders and managers to focus on all areas of the organisation. The diversity of provision and the current financial climate means that there is no single recipe for success.

Effective leadership, financial management, marketing and developing high quality provision, are all crucial and connected pieces of what might be called ‘the sustainability jigsaw’.

Effective leadership and management Great leadership is about creating relationships with the team and inspiring them to go above and beyond their own expectations. In order to initiate and sustain this, it is important to develop a vision. Crucial to the development of a vision is exploring organisational values, such as caring and integrity, valuing creativity and problem solving, respecting honesty and trusting each other, and committing to excellence.

Settings should aim to create a learning culture in which individuals take responsibility for their development in partnership with leaders and managers. It is crucial to recognise the need to develop staff team members, so they are fully equipped to deliver your setting’s vision.

Financial management Successfully managing the finances of any business requires well-defined systems and

regular reviews. Accurate and timely financial management information will inform the business, strategic and operational decisionmaking. For example, careful budgeting and managing cash flow will inform plans with regards to staffing, marketing and the delivery of services. By looking regularly at their current financial position settings can ensure that everything runs smoothly.

While it may be thought that offering services at a lower cost will drive demand, a higher fee to reflect the improved services may also make good business sense, where high quality provision is offered. Having a sense of what other local early years settings are charging, as well as what they provide for that fee, will also assist with your marketing activities and pricing decisions.

High quality provision and practice The contributory perspectives and factors that create high quality early years provision are complex, but certain elements have been identified as having the greatest impact on the quality of provision: Structural quality – this includes factors that are more easily observed, measured and regulated, including group size, staff:child ratios, staff retention, qualification levels and professional development.

Process quality – this is children’s day-to-day experiences and includes the educational activities offered, the types of interactions between children, teachers and parents and the way in which routine care needs are met.

Quality improvement is a continuous process embedded in everyday practice, only limited by a setting’s capacity to improve and, Marketing and communications most importantly, by the ability of staff and Effective marketing is an essential tool to help management teams to reflect upon their own fill current childcare spaces and continue to attract new customers in the future and ultimately thoughts and actions. In doing so, settings can evaluate their provision, recognise areas support a sustainable childcare business. This for improvement and take full ownership of includes understanding market research, to any new strategies implemented to bring provide an insight into the market, trends and about change. Quality improvement then customers, identifying unique selling points, becomes a continuous journey, fuelled by to highlight what makes the service more reflective practice. attractive than its competitors and creating a Considering all of these four ‘pieces’ of brand to ensure the setting is easily recognised the jigsaw together will support the on-going and presented to customers in a professional, viability of your setting. distinctive and consistent way.

20% OFF OPERATING A VIABLE EARLY YEARS PROVISION Early Years Alliance (Ref: A112). £13.65 members, £19.50 non-members Leading and managing a setting is an incredibly demanding job in itself, particularly when delivering high quality services without sufficient funding. However, it is just as important for settings to work on their organisation in a strategic sense, as it is in an operational way.

New Alliance publication Operating a Viable Early Years Provision outlines the various elements of the sustainability jigsaw. Drawing on robust management Please visit shop.eyalliance.org.uk, call tools, it focuses on the development of a series of processes to support leaders 0300 330 0996 or email and managers to take stock of the current position and lays out important planning shop@eyalliance.org.uk. steps for managers, owners, directors and trustees.

Guidance is provided on the importance of becoming a values-led organisation, shop.eyalliance.org.uk improving planning and decision-making, undertaking a breakeven analysis, a shared vision of high quality for the setting, and much, much more!

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Order by 30 September, quoting VIA919 to receive this offer.

The importance of being mindful Alliance quality and standards manager Melanie Pilcher shares ideas for helping children stay relaxed as they settle into a new term

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ACTIVITY CORNER

M

indfulness is a term often linked to adult mental health and wellbeing.

With their busy workloads and responsibilities, early years practitioners could certainly benefit from practicing mindfulness – and so could young children. There are increasing concerns about their mental health too. Figures released by NHS Digital in 2018 show that one in nine children aged between five and 10-years-old had a mental health disorder. These problems are unlikely to start at age five and may well have begun to take root at a much earlier age.

As with so many issues in childhood, early intervention can have a huge impact.

Mindfulness can give children strategies for coping as they navigate their way through the ups and downs of their personal, social and emotional development and start to develop resilience and self-regulation.

Mindfulness can help young children in a number of different ways:

increased attention span better skills for managing stress help recognising and regulating emotions greater self-awareness better connection with nature developing empathy and compassion

Mindfulness is often described as a technique – but is it actually an innate skill that we are born with but can lose over time? When we consider that mindfulness also involves focus and concentration on a single thing, it is easy to see how children from a very young age have a natural ability to be mindful. Think of a baby watching a glittering mobile as it moves in the breeze, or studying their fingers and toes, oblivious to their surroundings.

While developing schemas, toddlers will focus exclusively on one activity. For example, they may push a toy car along the ground time after time. In the early years, we recognise this as a schema and value it as such. But does schema development use a form of mindfulness? The child will be engrossed in the schema they are working on as they establish the cognitive framework that is essential to help them progress and organise information.

If we tap into children’s natural ability to be mindful and help them to further develop their mindfullness skills we are giving them strategies to cope with the challenges that modern life

throws their way as they grow and develop.

Mindful babies Babies often appear to lock on to an object or movement that has caught their attention.

Practitioners should be aware of the times that a baby is totally absorbed and take their cue from them. Watch how a baby’s eyes widen, their breath quickens and they kick their legs and move their arms excitedly – they are totally ‘in the moment’. It may be something as simple as the repetitive motion of a dog’s tail wagging or sunlight reflecting onto a wall, but the effect is the same.

Mobiles are perfect attention-grabbers for babies. If you are making your own mobile, all you need is a good frame – a hula-hoop or coat hanger works well – that you can festoon with objects. Pick items that make soothing noises or move gently in a breeze. Old CDs, feathers, ribbons and silky materials work well. Make sure it is hung securely and positioned where it can catch the light but remains out of reach for little fingers. Above all else, recognise when babies are being mindful, observe the cause and build on the effect by giving the baby time and further resources to experience.

Mindful toddlers Mindful activities with older children can be more specific with a broader focus. Here are a few ideas: Mindful breathing Mindful breathing can be useful after a vigorous activity, or if things are getting too intense. A good starting point is to simply count each breath in and out. Begin slowly and try to get up to five or six breaths – only increase if children are receptive to the activity and can maintain their focus.

Ask children to close their eyes then hold up one hand and spread their fingers wide.

With the other hand, use one finger to trace up and over each finger, starting with the thumb, breathing in as they trace upwards and out as they trace down until all five fingers have been done. Then change hands and start again.

Don’t expect children to focus for very long – it does not matter, mindful breathing takes time to master.

Another idea to focus children on their breathing is to ask them to lie on the floor,

place a teddy bear or favourite soft toy on their tummy. Ask them if they can make the toy move without touching it – it’s always good to demonstrate this activity yourself.

Breathe in deeply, drawing your breath right into your abdomen, hold it and then release.

See how many times children can move their toy up and down without it falling off.

Connect with nature All our senses can be stimulated or calmed by the outdoor environment. Studies continually prove that connecting with nature is good for everyone’s physical and mental health so it makes perfect sense to practice mindfulness outdoors.

Lie on mats and look into the sky. Ask the children to look for any shapes they can see.

Or focus on one thing, like a flower, and note all the details you can see – all the different parts that make up the flower head. Sit in a circle with eyes closed and listen to the sounds of nature. Ask the children to raise their hands when they hear a different sound such as birdsong or the wind, or even the sound of a passing aeroplane.

Take some time out Sometimes children find it hard to regulate their emotions and this will often escalate into unwanted behaviour that could result in them hurting themselves or another child. Try making a glittery jar filled with something sparkly and water with mixed with PVA glue to make it more viscous. Ask the children to shake the jar and practice mindful breathing as they watch the sparkles move.

Balloon bouncing Ask children to lie down or be seated in a circle for this activity. The idea is to keep a balloon afloat by softly tapping it into the air. Keep movements small and controlled and see how long you can manage – remember the object is to keep as still as possible between taps.

Many of the activities suggested here are not new – you may already be using some of them on a daily basis. But recognising these as chances to practice mindfulness gives them more relevancy. Keep these activities short and tap into the things that children already enjoy and can do. Before you know it, mindfulness will become a natural part of children’s daily routine.

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NUTRITION

Perfect portions Annie Denny, nutrition development manager at the Early Years Nutrition Partnership, shares some ideas for getting portion sizes right in your setting

D

uring the early years, there is a unique window of opportunity to encourage children to eat well and form healthy habits for life. It’s during these years that children start to form recognition of portion sizes and their own sense of fullness and hunger.

Research has shown that children’s energy intake is influenced by the portions they are served by parents and carers. The amount served to children by parents and carers is strongly linked to the amounts they serve themselves.

This tells us two important things: that efforts aimed at improving staff and parents’ recognition of appropriate portions for children are useful to help protect children from excess weight gain and that teaching children to recognise appropriate portion sizes from a young age could help prevent obesity in the future.

A growing concern In England, almost one in every 10 children is obese when they start school and 13% are overweight, with levels higher in the most deprived areas. Despite these figures, many parents report being worried that their children do not eat enough. In one survey, almost three quarters of parents were worried that their children were eating too little at mealtimes.

Portion size is critical as it’s one of the main ways in which parents and caregivers can inadvertently override children’s self-regulation systems. Larger portions form children’s acceptance about what is an appropriate amount to eat and this becomes their ‘norm’.

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Sense of appetite Children’s appetites will vary from day to day, meal to meal and child to child according to their age, gender, activity level, growth rate and state of health. For this reason, there are no specific recommendations on how much a child should eat. However, attempting to serve to a child’s appetite presents a challenge when we know that how much children are served is strongly linked to the amount that parents and caregivers would serve themselves.

Both parents and staff need to be reassured that they are feeding children enough, where children are gaining weight gradually. Other common pitfalls are an unconscious belief held by parents and carers that they know better than the child how much they should eat.

Parents may have a set quantity in mind – such as the contents of a packet or jar, or the amount eaten over the past few days. We need to be more open-minded about the quantity needed.

Toddlers don’t need to eat the same amount at every meal and it is important that children know when they are full.

It’s also important not to teach children to override this sense of fullness. Early years practitioners should learn to recognise when a baby or young child is full. Children should be allowed to stop eating, even if they haven’t eaten everything on their plate.

Encourage children to learn signs of hunger and remind parents that it is okay for a child to feel hungry sometimes.

Social influences Consider the timings of meals and snacks when

teaching children not to override their sense of fullness. Most toddlers are naturally better than older children at regulating their food intake, from a young age we are driven to eat by social influences and taste rather than hunger.

Rough guides for portion sizes can be helpful in tackling the challenge of children being served too much food (either by themselves or by adults), especially when they have learned to override their own appetite. Guides are available from the Early Years Nutrition Partnership, British Nutrition Foundation and the Infant and Toddler Forum. Search online to find up-to-date recommendations from these organisations.

Ideas for managing portion sizes in your setting share guidance on age-appropriate portion sizes with staff encourage older children to serve themselves in line with guidance offer second-helpings of vegetables, salad or fruit when a child is still hungry speak to children about appropriate portion sizes as well as parents and carers sit fussy eaters with children who eat well to encourage them, but never force them to accept large portion sizes create a portion-size policy and share it with parents

More information For practical support with portion sizes in your setting from an expert nutritionist or dietician, contact the Early Years Nutrition Partnership at www.eynpartnership.org

COMPETITION

WIN a bundle of books from Oxford University Press worth £64 Winnie and Wilbur are fascinated by the creepy-crawlies in the garden and decide it could be fun to shrink right down to their size. But when you’re knee-high to a caterpillar, there can be some very hairy moments. And when a humongous wand is too big to handle, will things ever get back to normal?

Winnie and Wilbur: The Bug Safari is the latest picture book in the Winnie and Wilbur series, which has sold more than 7

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

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

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

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

million copies worldwide. It includes new artwork featuring creepy crawlies, bugs and insects that will fascinate children.

For your chance to win a copy, along with a selection of other books from Oxford University Press, email your answer to the following question, along with your full name and postal address to: under5.competitions@eyalliance.org.uk with the subject line “Winnie and Wilbur” before 20 September 2019.

What is the name of the Alliance’s new EduCare training bundle? (hint: see p14) a) Do your best: Manager b) Be the Best: Manager c) Being the Best: Manager

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

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INFORMATION LINE T: 020 7697 2595 E: info@eyalliance.org.uk NATIONAL CENTRE T: 020 7697 2500 E: info@eyalliance.org.uk 50 Featherstone Street London EC1Y 8RT TRAINING CENTRE T: 01732 363070 E: training@eyalliance.org.uk 1st Floor, Bridge House, 97-101 High Street, Tonbridge, Kent TN9 1DP

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