Under 5 July/August 2018

Under 5 WINen’s

Magazine of the Pre-school Learning Alliance

July/August 2018

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Contents 4

News round up

8

My Under 5

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

14

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

10 Letters to the editor

Under 5 readers share their views

12 How to be Dog Smart

The Dog’s Trust shares tips for keeping children safe around animals

14 Fussy eaters: how to handle

20

mealtimes

The EYNP shares tips for dealing with fussy eating in your setting

16 Super dads

Little Hearts Nursery in Cornwall explains how it is getting dads involved in early education

19 Terms and conditions

Advice for changing the terms and conditions of employment

20 How to partner with a local care home First Steps Pre-school shares ideas for reaching out to care homes

22 Minds do matter

Catching up with this year’s annual conference

26 Miles of smiles

Should you introduce a Daily Mile?

28 Not on my watch

Keeping children safe on days out

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30 Taking back travel bear

Ideas for keeping travelling bear activities on track

32 Making the most of summer

The Infant & Toddler Forum shares ideas for enjoying the warm weather

33 Competition

WELCOME & CONTENTS

Welcome Welcome to Under 5 As I finish the final touches on this issue, the UK is enjoying some surprisingly summery weather. I do hope the heat wave has lasted long enough for you all to still be enjoying the sun as you read this! I also hope you all manage to take a well-earned rest at some point, whatever your plans for the summer.

Whether your setting closes for summer or not, this time of year often signifies a period of change and renewal for many in the early years sector. You may be getting ready to welcome a new cohort of children in September and saying a sad goodbye to some moving on to school. This offers a chance to have a think about any changes you might like to make for the new term and, importantly, reflect on all the things you are already doing well in your setting.

Last month, the Alliance hosted its annual conference, exploring the theme: Minds Matter. We shared the results of our mental health survey at the event and in the last issue of Under 5. While this made for sombre reading, I was happy to hear much positivity from the event’s speakers. If you missed out, you can read all about the event in this issue (page 22). I was also glad to see so many inspiring practitioners recognised at the Outstanding Member Awards and have shared some of their stories here, too (page 25).

Hearing about the great work Alliance members are doing is always uplifting and I am glad to be able to share several stories this issue. We’ve heard from Little Hearts Nursery in Cornwall about how they’ve been working to get dads more involved with their children’s early education (page 16). I’ve also spoken to First Steps Pre-school in Driffield about how they have been working with a local care home – and how you can do the same in your setting (page 20).

Alliance quality and standards manager Melanie Pilcher has also shared some ideas for introducing, or reclaiming, a travelling teddy bear with your children (page 30). Which could be perfect over the summer months when children might be going on holidays.

If you’ve got a great story to tell, please do get in touch – I’m always happy to hear from our readers. You can reach me at editor.u5@pre-school.org.uk

Rachel Lawler, editor

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in brief...

FUNDING PLEDGE: Labour has said that it would pay providers for funded early years hours directly, rather than through local authorities, if elected.

New baseline guidance for schools announced

round-up Number of childminders continues to fall The number of childminders registered with Ofsted has dropped by 600 since December 2017. This continues a long-term trend, which has seen the number of childminders decrease by 15,700, or 27%, since 2012.

The figures were released as part of Ofsted’s latest statistics, which also show that the number of childcare providers on nondomestic premises has remained at 27,200 since December 2017.

This means that the number of nondomestic providers joining the sector has more-or-less matched the number closing down. The percentage of childcare providers judged to be ‘good’ or ‘outstanding’ has also remained flat in the same period, staying at 94%.

However, the gap between non-domestic providers and childminders has narrowed since December, with 95% of non-domestic and 94% of domestic providers judged to be ‘good’ or ‘outstanding’.

Neil Leitch, chief executive of the Alliance, said: “While we welcome the news that 94%

Revised Early Learning Goals to be trialled The government has shared details of its plans to trial revised Early Learning Goals (ELGs) for children in reception. The new ELGs will be trialled in a pilot scheme launching in September 2018 and are designed to address the ‘word gap’ while also reducing teacher workloads.

The government said that this was “the

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of early years providers are rated as ‘good’ or ‘outstanding’, it is incredibly concerning to see that the number of childminders has continued to decline. To lose 27% of a workforce over less than six years is simply unacceptable, and it beggars belief that the government has still not seen fit to do anything to tackle this ongoing trend.

“Childminders offer parents a vital source of quality, flexible care and education and the services they provide are absolutely crucial to the sector as a whole, especially at a time when the government is trying to expand the childcare offer in this country.

“As such, we urge the government to finally take some action on this issue – and addressing concerns over excessive paperwork, substantially increasing hourly funding rates, and crucially, removing unfair rules preventing childminders from claiming funding for related children would be a good start. As this statistics have made clear, simply ignoring the problem is not going to make it go away.”

first step” in a wider consultation process to improve the Early Years Foundation Stage Profile after the Primary Assessment Consultation last September.

Teachers were said to have given feedback on the pressure to collect “multiple pieces of evidence” to back-up their observations on a child’s progress. Schools invited to take part in the pilot scheme will be chosen based on their size, Ofsted rating and free school meal eligibility.

The Standards and Testing Agency has released guidelines for the government’s new baseline assessment, due to be introduced in primary schools in 2020.

The guidelines explain why the government is introducing the baseline assessment, what it plans the tests to look like and how the results will be used.

New testing system The leaflet states: “The new reception baseline assessment will be short (approximately 20 minutes), interactive and practical, covering language and communication, early mathematics and (subject to trialling) self-regulation.”

It also explains that testing and trialling will take place in the autumn this year and that a national pilot of the assessments will be held in the academic year 2019-2020.

The government announced plans to introduce a baseline assessment last year. It says that the 20-minute test will be administered in the first few weeks of the reception year and allow teachers to measure the progress children make at primary school.

In April, the government announced that the National Foundation for Education Research (NFER) had been chosen to design and deliver the tests.

Widespread criticism Neil Leitch, chief executive of the Alliance, said: “It is incredibly frustrating that the government has chosen to push ahead with the reception baseline assessment, despite such widespread criticism

Nadhim Zahawi, children and families minister, said: “We want to improve education for every child and the early years in a child’s life are critical in laying strong foundations for future success. That is why we want to free up more time for Reception teachers to interact with their pupils, and make sure they are developing the rich vocabulary, skills and behaviours they need to thrive at

SCEENTIME: Two thirds of children under the age of two are allowed to use tablet computers, according to research by Parents Insights.

from early years and primary education professionals.

“We’re clear that while effective assessment is undoubtedly an important part of early education, a baseline assessment as proposed by government, which focuses predominantly on narrow, easy-tomeasure skills, is not the right approach.

“...the government should listen to the concerns of those who know how children learn and develop.”

Easy-to-measure?

“What’s more, the fact that the guidance document states that in ‘most’ – but, by implication, not all – cases children won’t be aware they are being assessed, and that ‘most’ children with SEND or speaking EAL will be able to be included in these assessments is far from reassuring.

“Rather than pushing ahead with such a fundamentally flawed initiative, the government should listen to the concerns of those early years practitioners and reception teachers who know and understand how young children learn and develop, and ensure that any changes to early assessments are focused on meeting the needs of children – not just making it easier to judge and rank schools.”

school and in later life.

“The schools taking part in this pilot will help test these proposals, designed to cut down the burden of paperwork that exists with the current system. Teachers have the best understanding of their pupils, so it’s absolutely right that we empower them to use and trust their own professional judgment based on what they see.”

UNIVERSAL CREDIT: Parents who return to work after receiving universal credit will need to pay for childcare up front as the scheme is rolled out nationwide.

Statutory and operational guidance for funded hours updated The Department for Education (DfE) has published updated statutory and operational guidance for delivering funded childcare for local authorities.

The guidelines explain that foster parents will be able to apply for the 30-hours funded childcare offer from September 2018 onwards. Foster parents will have to apply via their local authority, rather than through the Childcare Service website.

The DfE has also clarified that families who are in the ‘grace period’, for example – if they are temporarily out of

employment for a short period, should not start a new 30-hours place.

However, exceptions may be made if the child’s provider closes suddenly, or if a parent needs to move urgently and take up a place at a new setting within the grace period.

A summary of all the changes to the DfE’s statutory and operational guidance documents is available to download on the Alliance’s Funding and Local authority updates page www. pre-school.org.uk/funding-and-localauthority-updates

Poorer families less likely to access funded childcare New research from the London School of Economics suggests that free early education disproportionately benefits children from higher income families. The researchers found that around one third of children from low-income families delay taking up their funded early education place. Just one sixth of children from higher-income families do the same.

Funded by the Nuffield Foundation, the researchers examined the National Pupil Database and asked whether children using a funded place in January 2011 had started attending when they were first eligible or not. Just over 18% said that they delayed taking up the funded place.

Additional languages Children who claim free school meals in early primary school were 13% less likely to attend their funded place for five fill terms than their peers from higher-income families. Children who speak English as an additional language are three times less likely to take up five terms of early education as those who speak English at home.

Who benefits?

The researchers’ paper, “Universal” early education: who benefits?, says: “With over £2,000 now allocated annually to each eligible child, these places have become the central initiative aimed at creating a more equitable start for children in England. “This is especially true given the squeeze since 2010 on funding for other early childhood initiatives, including Sure Start children’s centres, as well as

reductions in cash benefits for families with young children.”

The paper also argues that recent policy changes are reinforcing these trends.

It says: “The new extension of the free entitlement to 30 hours applies to children of working parents only, while age eligibility follows the same rules as the 15 hours.”

Missing out Dr Tammy Campbell, author of the report, commented: “The families who are benefitting most from the policy are those who are already advantaged in many ways – while low income children miss out.” She added: “It’s time for a clear and transparent reassessment of the purpose of funding for the pre-school stage – looking properly at which children win under the current system, and who misses out.”

Neil Leitch, chief executive of the Alliance, said: “Despite the government continuing to stress the need to improve social mobility, here we have yet more evidence that the so-called free entitlement schemes in this country disproportionately benefit more well-off families.

“If ministers are genuinely committed to closing the gap between more disadvantaged children and their peers, then they need to look again at ‘free’ childcare and ensure both that the scheme is properly funded, now and in the future, and that those families who would benefit most from increased access to quality childcare aren’t missing out.”

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PVI sector delivers 80% of 30-hours places Government responds to Treasury Select Committee report The government has responded to the Treasury Select Committee’s childcare inquiry report, which was published in March. The Treasury Select Committee had called on the government to review the hourly funding rate paid to childcare providers to ensure that it meets rising costs.

Cost of childcare The government’s response said that the hourly funding rate for three- and four-yearolds “compares very favourably with published independent research into the hourly cost of childcare”. The government also said that the Department for Education (DfE) would continue to monitor delivery costs.

Neil Leitch, chief executive of the Alliance, said: “It beggars belief that in the face of such overwhelming evidence that the childcare sector in England is inadequately funded, the government continues to dig its heels in and insist that everything is fine.

“All the government has done here is

Welsh government allows funding for related children From September 2018 onwards, childminders in Wales will be able to claim funding for related children – as long as the care is not provided in the child’s home.

Huw Irranca-Davies, minister for children, older people and social care, announced the news. He said: “On balance, I have decided to change the policy for the Childcare Offer to allow registered childminders to receive funding for the care of a child who is also a relative.”

However, he added: “The guidance will set out that childminders must be registered with CIW [Care Inspectorate Wales] to be able to access the offer and that the care cannot be provided in the child’s home.”

Policy change Irranca-Davies said that this would be an interim measure and that the Child Minding and Day Care Exceptions (Wales) Order 2010 would need to be updated in the longer term. The Welsh government said that this change is a result of

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regurgitate old excuses in an attempt to defend the indefensible. The Treasury Committee’s report explicitly criticised the practice of comparing local council funding rates to frontline provider delivery costs, describing it as ‘misleading’, and yet ministers have done exactly the same thing once again in this response.

Flawed research “Worse still, the government continues to peddle the line that current funding levels are based on a childcare cost review that ‘the National Audit Office described as “thorough and wide-ranging”’, completely failing to acknowledge that this description was based at least in part on the understanding that the review included delivery cost data from thousands of childcare providers, which it didn’t.

“Early years providers do an incredibly important job for little recognition and even worse pay. When serious concerns are being raised across the board about the way that the sector is being funded, they deserve more than the woeful response that the government has seen fit to issue to this report.”

“representations from parents, providers, organisations and Assembly Members”.

The Welsh government announced the update as part of its roll-out of the 30-hours offer, which is still being trialled in Wales.

Seven local authorities in Wales are already offering the 30-hours scheme, with another seven due to join in September 2018. The remaining eight council areas will need to wait until after the pilot schemes are completed before the 30-hours offer is fully rolled-out across the country.

Statistics from the DfE have revealed that 80% of three- and four-year-olds are taking up their 30-hours of funded childcare at a PVI setting. As of January 2018, just 18% of 30-hours places are taken up at maintained nurseries and primary school nursery classes.

The statistics also reveal that 92% of threeyear-olds and 95% of four-year-olds are

Just 18% of 30-hours places are currently taken up at maintained nurseries and primary school nursery classes. benefitting from the universal 15 hours of funded childcare. The number of eligible two-year-olds accessing funded places has also increased from 71% of eligible children in 2017 to 72% of eligible children in January 2018.

Neil Leitch, chief executive of the Alliance, commented: “We have long said that private and voluntary early years providers would play a pivotal role in delivery of the 30-hour offer, and these statistics have proved this to be the case.

“Why is it, then, that the government still refuses to listen to the valid concerns of the very sector that is so critical to the successful roll-out of this policy? The simple fact is that current funding rates do not meet the ever-rising costs of providing 30-hours places – and yet, nurseries, pre-schools and childminders across the country are expected to survive on them until at least 2020. Every week, we see more and more providers being forced to close their doors, and still the government continues to deny that there is any problem.

“These figures show that any hope of the 30-hours offer succeeding in the long-term rests on the private and voluntary sector – but without adequate funding, more and more providers will find that they simply cannot afford to continuing offering places. While some may be able to survive in the short-term by increasing fees and introducing additional charges, this isn’t sustainable in the long term. Neither parents nor providers should have to pay the price for a pledge that government chose to make.”

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

50th anniversary

Stapenhill The Glebe Pre-school in d its 50th rke ma has ire in Staffordsh fayre. anniversary with a spring for fun up gro the ed Families join orated dec m roo a in and games, sary iver ann den gol to mark the red sha also up gro theme. The ss, Wy Jo e. cak a celebratory : “It was manager at the setting, said azing am an ting bra cele a super day achievement!”

Stars for Sta rlings

Starlings Nur sery in New Ba rnet has been as one of the named top 20 nurser ies in London James, manag . Naomi er at the setti ng, said: “We only been op have en for just over a year and with very hard wor a king and dedi cated team, w created a happ e ha ve y and fun envir onment for ch and staff to be ild re n in. We would like to thank al parents for th l our eir lovely revie ws and by he to receive this lping us award.”

Tractor treat

inspection ding’ Outstanding aded ‘Outstan rd has been gr

ars in Watfo setting Bright Little St g in 2016. The n since openin tio ec sp in ed s of hard work in its first Ofst e after two year om tc ou is th th at the setting, is “thrilled” wi man, manager ee Fr la co Ni dI n. and dedicatio and dream of an eries strive for rs nu all uld at wo wh I . rk said: “This is n and hard wo their dedicatio of r de eir th ou r pr milies fo couldn’t be u to our BLS fa a huge thank yo also like to say support.” overwhelming

Children at Mon Ami Nursery in Swineshead have been treated to a visit from local farmer Oliver English and his tractor. They were able to climb into the tractor’s cab and even sound its horn. Oliver also bought some oilseed rape and barely grains from the farm for them to touch and feel. Courtney Baird, manager at the setting, said: “The children have been taking part in some activities to do with farming and we’ve been talking to them about what farmers do. It’s great for them to see the tractor so when we talk about farming they have something to relate it to.”

Trip to th e zoo

Overton P reschool P laygroup in enjoyed a Hampshire day out at has F our Kingdo Park. The ms Adven park invite tu re d the child a day explo ren to visit ring the pet for ti n g zoo, natu go-karts an re trial, d play equ ipment. Lu of the paren

by Hough, t managem chair ent comm had a fanta ittee, said: stic time w “We ith all out p and families laygroup fr .” iends

Royal celebrations

Children at Kingsway Pre-school in Westcliff-on sea celebrated the Duke and Duchess of Susse x’s wedding with a series of activities exploring British values. They worked together to make a giant model cake, thought about different wedding celebr ations and designed their own wedding outfit ideas.

They also sent a letter of congratulations to their Royal Highnesses and are hoping for a response.

Earleybird Pre-school in Berkshire celebrated the royal wedding with a special street party lunch. Every child was given a teddy bear to commemorate the occasion. Clare Sheppard, manager

at the setting, said: “One of the children said: ‘it was the best party lunch I’ve been to.’ It was lovely for all of them to get togeth er as they don’t usually all attend the same sessions.”

What’s been happening in your setting?

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

OBITUARY

In memory of

Rosemary Murphy 1950-2018

Rosemary Murphy OBE FRSA passed away peacefully at home surrounded by her loving family on 30 May 2018.

Rosemary was born on 12 April 1950 in Barrow-inFurness to Amy Wright and the late Frank Harrison Wright. She spent cherished memories on the beach at Walney Island with her sister Amanda and enjoyed her time at Barrow Girls Grammar School, where she excelled in all areas. After joining the sixth-form and serving as a prefect, she went on to train as an art teacher at Bulmersh, spending a year at East Michigan University in the US in 1970.

In 1972, Rosemary was introduced to her future husband Michael Murphy, who was playing rugby for Barrow at the time. He went on to play for St Helens, Bradford Northern and various clubs in Australia and France, and Rosemary paused her teacher training to join him. The pair married on 19 August 1978 in Bradford and spent their first year of married life in Carcassonne, France.

In 1979, the couple returned to the UK where they had four children – Léoncia, Michael, Francesca and Anastasia. They settled in Huddersfield and in 1991 Rosemary opened Portland House Nursery in Lindley.

Her dedication saw the business grow, acquiring Harlequin Nursery in 1996, Holly Bank Nursery in 2001 and Oakwood House Nursery & Forest School in 2010, forming the Portland Nurseries group. The group has provided early education and care for more than 7,000 children over 27 years.

Rosemary’s settings were the first to be awarded the Investors in People accreditation in 2000 in recognition of her dedication to her staff and focus on their professional development. The group was also the first to receive the Gold Healthy Eating award from Kirklees

Council and the then Soil Association’s Food For Life Award. Her flagship Portland House nursery received the Huddersfield Examiner’s Nursery of the Year Award in 2016. Oakwood House Nursery was also the first Forest School in its area.

Over the years, the Portland Nurseries settings have raised more than £100,000 for charities including WaterAid, Children in Need, Forget Me Not Hospice and Candlelighters.

Alongside running the growing business, Rosemary was the national chair of the National Day Nurseries Association (NDNA) and was appointed chief executive in 1998. She fought hard for the early years sector to have a place in national debates and her work was recognised in 2001 with an OBE for services to the early years.

Rosemary retired from the NDNA in 2005 to oversee a period of development and upgrade in her own settings.

In 2014, after being diagnosed with cancer, she passed the Portland Nurseries business over to her children Michael and Anastasia, with the support of the group’s nursery managers. The group remains a family business, built on the values of quality childcare for all children.

Of all her achievements, Rosemary was most proud of her beloved family and was a devoted mother to her four children and grandmother to Anastasio, Dolores, Michael (Buddy) and Leonardo. Her greatest joy was spending long summers together at the family’s home in France, which she loved dearly.

Hundreds of families across Huddersfield will lovingly recall how their children blossomed under Rosemary’s care. She will be fondly remembered as a wonderful role model who dedicated her life to achieving the best for all children. She was a visionary and an inspiration and will be greatly missed by all those who had the pleasure of knowing her.

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HAVE YOUR SAY

Letters to the editor STAR LETTER Funding for low-income families I am truly not surprised to see that poorer families are less likely to access funded childcare [see page five]. I have said for many years that the funding scheme would not really achieve what it was supposed to. When it was launched, around 15 years ago, people said (and still do) that it was devised to assist disadvantaged children to close the gap in their education.

I have always intensely disliked the expression ‘disadvantaged children’ and prefer to see the term ‘low-income families’ used, because it is not necessarily a disadvantage of money for these children. It can also be a disadvantage of opportunities.

So many articles I read show that the gap isn’t really closing.

We have always had, and will continue to have, a two-tier system to education in this country: one for those from a more financially advanced background and one for those less so.

I really do think it is time that the government overhauled the entire system. Rather than involving us providers with the funding, they should give the parents the money directly. This could be paid into a tax-free childcare account, which could only be used to pay for a child’s education.

That way, the government will know exactly what money is going towards education and childcare costs, parents wouldn’t be able to use the money for any other purpose and we as providers can charge what is appropriate for our services.

Parents could top-up and pay the rest if they wished to. This would be a much fairer system for everyone.

Currently, children aren’t getting the same amount of money across the country – it varies from council to council and area to area. If the government gave an hourly rate across the country, there would be no need for constant consultations about the funding hours and the true cost of delivering an hour of the early years entitlement.

At the moment, the bar for eligibility is set really high [parents can earn up to £100,000 a year and still qualify for 30 hours funding]. So much money could be saved if that was lowered.

These savings could go towards funding for children with SEND, who really seem to be affected by the closure of facilities, which they desperately need to access.

I honestly don’t think that there is any point in asking for more funding from the government, because I don’t think that that the money is necessarily there. It’s just a question of restructuring the system so that everyone is in a win-win situation.

Candy Head, principal, Tigglets Montessori The job at hand It was an unfortunate choice of words that Gill Jones used to open her article in Under 5 (Under 5, June 2018). “These are good times to be working in the early years sector,” she said.

Where do I begin? Mendacious and duplicitous Department for Education; chronic underfunding; settings closing left, right and

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centre; low wages; loss-making settings; depressed, stressed and disillusioned management… need I go on?

Keith Appleyard, treasurer and trustee, Fiveways Playcentre

Send your letters to Under 5 magazine, Pre-school Learning Alliance, 50 Featherstone Street, London, EC1Y 8RT or email: editor.u5@pre-school.org.uk using the subject line ‘Letters’.

This issue’s star letter wins a BiOBUDDi Learning playset from Profile Edcuation. The bio-based toy is made from the leftovers of sugar cane, instead of oil, making them environmentally friendly. The stickers and activity book included in the box help stimulate children’s curiosity to explore and learn through play.

Visit www.profile-education.co.uk to find out more

BEST PRACTICE

How to be Dog Smart Learning how to behave around dogs can help teach children to respect animals, while also keeping them safe. The Dogs Trust shares top tips for being ‘Dog Smart’

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ith the summer holidays upon us, children may be spending more time at home. For families with pets, this could include spending more time around the family pet. For many people having a pet is what completes their home. Unfortunately, a high number of dog bites happen in the family home. There are a number of reasons behind this, but with a little consideration, you might be able to help families avoid dog bites.

The rate of hospital admissions for dog bites are highest amongst young children – 1,134 children were hospitalised due to a dog bite between 2015-2016 and 56% of these were four-years-old or younger.

Families often believe that their pet wouldn’t hurt a fly, and in most cases they are right. But the truth is that all dogs – no matter how big or small – have teeth. When a dog feels scared, nervous or threatened, they are likely to growl or bite at whatever is making them feel that way as a means of protecting themselves.

The number one rule for keeping children safe around a dog is to actively supervise at all times, both in your setting and when they are at home.

Never leave children unattended with a dog.

Here are some more tips to use when around dogs in your setting and to share with families to help keep children safe around dogs:

Running and shouting Children who are shouting, running around and playing noisily can easily frighten a dog. Chasing a dog can also get them overexcited, and 12

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they might find it hard to control themselves. If children are playing noisily in the house, families should try to find something nice that the dog can do separately in a different area of the house – suggest they try a food-releasing toy.

Invading a dog’s space Dogs can get scared if children get too close to their faces. They need space and may feel threatened by someone smothering them with hugs and kisses. Even though some dogs do tolerate this, it is far safer to teach children not to do this at all.

Poking and pulling Small children in particular might be tempted to pull and poke at a dog, which may hurt or irritate them. Hurt or worried dogs may bite. They don’t know any better, so tell children never to do this and make sure they are always supervised and never left alone with a dog. Similarly, older children may be tempted to tease dogs. This can make a dog angry or frustrated enough to bite. If a dog has a food or a toy, children should be told not to try and take it away from them.

Sleeping and feeding times Dogs can feel particularly vulnerable when they are sleeping, eating or drinking. Children should be encouraged to leave them alone at these times. Dogs, like us, need their space or they can react badly. Remind children that they would not like to be rudely awoken or disrupted during mealtimes.

Dog body language Like us, dogs are living creatures that can become frightened, angry or stressed, particularly if something upsets them. Here are a few body language signs to look out for: If a dog’s ears are back, their tail is between their legs and they are cowering, they are probably scared.

If a dog is licking their lips and yawning when they are not tired or hungry, they could be stressed. This is a less obvious one, so make sure families are aware of these small signs.

If a dog is moving or turning away, this might mean that they don’t want your attention so if it is safe to do so, just let them be.

If a dog’s teeth are bared and they are growling, this is likely to mean that they are extremely uncomfortable about whatever is happening. They could bite as a way of trying to keep themselves safe.

The best thing to do is to immediately stop whatever is happening to or around them and then quietly, calmly and slowly move everybody away and seek help.

Find out more You can get more advice on keeping children safe around dogs, including a free pack on being Dog Smart and downloadable resources and activities to use in your setting, at www.bedogsmart.co.uk

Fussy eaters:

how to handle mealtimes

Lucy Way, registered dietitian and Catherine Lippe, registered nutritionist at the EYNP, explain how you can help fussy eaters in your setting

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hile early years practitioners always do their best to provide a balanced and varied diet for children, fussy eating can make this a particular challenge. Most children go through a phase of picky eating at some point, but if you understand why it happens and how you can help, it will become much easier to manage.

Developing tastes At around age two, most children will go through a ‘neophobic’ phase and previously accepted foods will suddenly be rejected on sight, smell or taste. This is thought to be a survival instinct, preventing children from eating something that could cause them harm.

Children will want to check food by smelling it, looking at it and licking it before they put it in their mouths. It can take between 15-20

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attempts before a child will try a new food, so don’t give up on anything initially rejected.

A little later on when they are a bit older, children may go through a phase of disgust and develop a fear of food contamination.

Previously enjoyed foods may be rejected based on their resemblance to something that the child views as disgusting – spaghetti looking like worms is a good example. They may also become reluctant to eat foods if they have touched something else on their plate that they do not like.

If a child is going through a picky or fussy stage with their eating, have a think about whether it is related to their developmental stage or whether it could be something else.

Other influences on fussy eating include the arrival of a new sibling, starting a new nursery or school or moving house. Children might use

their eating as a way of exerting control over the change in their circumstances. Uncommonly, it may be due to an underlying medical problem.

Smaller appetites It is completely normal for the amount children eat each day, or even at each meal, to vary.

Toddlers are very good at listening to their appetites and eating what their body needs at the time. Appetite is affected by a variety of factors including growth spurts, the weather, illness, teething, emotions and constipation.

As caregivers we have a responsibility to offer a varied balanced diet but it is up to the child if and how much they eat.

Things to try when dealing with fussy eaters in your setting: Seat children in groups. It can be helpful

NUTRITION

to sit fussy eaters with children who eat well. Members of staff can offer gentle encouragement as they supervise.

Avoid distractions at mealtimes. Toys and activities should be tidied away so that the child can focus on the food and benefit from exposure to the food even if they don’t eat it.

Try using tablecloths and vases of paper flowers to create a welcoming environment for your mealtimes. This can help children learn to differentiate the dinner tables from the places that they play in at other times.

Playing classical music can also encourage a calm atmosphere.

Be a good role model. Eat the food yourself, talk positively about it and use your body language to reassure children and encourage those who are unsure about trying these foods themselves.

Encourage children to take part in preparing for mealtimes. If they can’t be involved in preparing the food, they can lay the table, hand out plates to their friends and serve themselves. Staff can supervise to control portion sizes.

Offer small portions. Too much food on a plate can be overwhelming for fussy eaters and you may put them off before they have even started.

Praise children for eating well or trying new foods. Use star charts or stickers as a way of rewarding them but avoid using any foods as a reward.

Working in partnership with parents is key, particularly when you meet very fussy eaters.

Share these tips for fussy eating with them and encourage them to try these ideas at home. It may also be useful to learn about your fussy eater’s wider eating habits. Perhaps their appetite is affected by too many snacks or drinks, for example.

Things to avoid with fussy eaters: Don’t coerce a children into eating more than they want to. If they show signs that they have had enough, be careful not to pressure them to eat any more.

Don’t let mealtimes drag on – 20-30 minutes is about right.

If a dish is refused, don’t offer children an alternative meal. This teaches children that it is okay to refuse food and they will keep holding out to see what they are offered next.

Puddings should not be offered as a reward for finishing a main meal. Children will learn that puddings are a more desirable food. Use stars or stickers instead and allow children to eat the usual pudding from your menu even if they haven’t finished the main meal.

If fussy eating continues and you are concerned about a child’s weight or they have a very restricted intake, encourage their parents to speak to their doctor.

The Early Years Nutrition Partnership The Early Years Nutrition Partnership is working to improve the future health outcomes of young children by setting a standard for nutrition practice in early years settings. It is an independent social enterprise created in partnership with the Alliance, the British Nutrition Foundation and Danone Early Life Nutrition.

To find out how the Partnership can help your setting, visit www.eynpartnership.org or email hello@eynpartnership.org or follow @EYNpartnership on Twitter.

Super dads Getting the whole family involved in children’s early education is important for both parents and children alike. Here is how Little Hearts Nursery in Cornwall is reaching out to fathers and other male carers

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BEST PRACTICE

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ittle Hearts Nursery is based in The Heartlands in Redruth, Cornwall. It opened in 2015 and has worked its way up from when it opened with just two children attending to now supporting around 60 families regularly.

While the area might be best known for its glorious beaches and clotted cream, Cornwall is also home to 17 of the most deprived areas in the UK. In 2014, Eurostat listed the county as the poorest region in England. However, the team at Little Hearts is working hard to combat these trends and give children that attend the very best start in life through high quality education and care.

The setting is lucky to be based very close to a large public garden, The Heartlands, and a local heritage museum, offering ample chance for outdoor sessions and helping to connect with the community. “We want the families who come here to be proud of where they come from,” Kim Parker, manager at the setting, explains. Part of this ethos includes making sure the setting and its practitioners reach out to dads, and other male caregivers, and not just mums. “Building relationships with parents is key for us,” Kim says.

As the setting has grown, several members of staff joined the team after their children attended the setting. “We’ve taken a lot of parents on as staff,” Kim says. This includes Wayne Sharrocks, who now works as a Level 3 practitioner at Little Hearts and for the past 18 months has been organising the monthly SaturDads sessions for parents.

Saturday sessions Open to all male caregivers – including dads, granddads, step-dads, uncles and brothers – and children of all ages, the SaturDads sessions are run on the last Saturday of each

month. The sessions are planned in advance by a small committee, which includes parents and staff, and usually involve a fun outdoor activity. Recent sessions have included a trip to the beach, exploring rock pools, building sandcastles and enjoying a BBQ. Last year, the group ran a forest school session with the children and parents.

Wayne says that the outdoor-focused activities help encourage more dads to join in. Doing something different and new can also make the sessions feel special – for both the children and the parents. Wayne also says that having a male practitioner really helps make dads feel comfortable joining in – Little Hearts currently has a total of three male practitioners. “We also cook up bacon rolls for the dads and children – and that’s really important too!” he says.

Practical sessions Kim says: “It’s such a treat for the children – just sitting with their dads, enjoying a bacon roll is very simple but they love it.” Parents are offered a tea or coffee alongside the roll and asked to contribute £2 to help pay for the food. Invitations to the sessions are sent out alongside the usual nursery newsletter in children’s bags and Wayne manages a Facebook group to help share photos and give reminders about the next session.

Dads that attend the sessions regularly are given practical roles to take part in – such as taking on cooking duties for the morning.

This adds to the sense of inclusion and involvement. One dad had T-shirts made up for the group to wear. The weekend sessions can also offer a better chance to chat with parents, which isn’t always possible during the week at pick-ups and drop-offs. But it’s important to remember to take their feedback on board, if you want them to feel valued as well. “Listen to what they have to say,” Wayne says. For example, the committee group was started after a suggestion from one of the dads.

Being dad The SaturDads sessions have helped dads feel more confident about joining in with

other events at the setting. Little Hearts has also been supporting male parents with a Being Dad course, which ran last year. The group course was held at the setting in the evenings over six different sessions. The programme was based on the Incredible Years programme developed by Carolyn Webster-Stratton, which aims to foster positive parent-teacher-child relationships.

The setting has also been working with a chef to demonstrate healthy eating recipes to families at the setting and they are hoping to do some sessions on this specifically for dads. “We really want dads to feel involved with the nursery,” Kim says.

“Active involvement of Dads in early education makes such a big difference,” Kim adds. Some of the single fathers who attend use the session to have some of their regular contact hours with their children.

“You can see the children growing in confidence,” She adds. The sessions have also helped fathers feel more involved in their child’s early education. Kim adds: “This group for dads is so vital. It’s a really great way for us to work with these families.”

If you want to find out more about Little Hearts’ work with male care-givers, you can contact them on 01209 718 986

Where’s Dad? This guide for early years practitioners explains how to engage effectively with fathers. £10.95 standard price £7.95 member price Available online at shop.pre-school.org.uk or call 0300 330 0996 or email shop@preschool.org.uk

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LAW-CALL

Terms and conditions The legal team behind the law-call service, available to Alliance members, explains how to change your terms and conditions of employment

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hen considering changing the terms of an employee’s contract, employers should remember that, once agreed, these conditions are broadly considered to be ‘fixed’. This means that they can only be changed with the agreement of the employees concerned.

Trying to impose a change on an employee’s contract, without their consent or without following due process, can have potentially serious consequences in terms of legal claims. Therefore, it would be wise to carefully consider why any changes need to be made and how you plan to do it before you take any active steps.

You should remember that the terms of an agreement will not include any minor administrative matters – for example, the change of an employee’s address or personal details. It also does not include any policy changes. ‘Terms’ refers to the substance of the employment agreement. Usually policy changes can be made and notified to staff without the need for employees to expressly agree to them.

Express terms Once you are satisfied that the changes you want to make are contractual, and that there is a robust business need to make them, you should then look at drafting the new contract.

It is possible to anticipate the need for future changes at the outset of an employment relationship. This will make it easier to vary certain terms by putting an ‘express’ term into the contract stating that it can be varied.

This is fairly common in contacts for early years practitioners – often due to fluctuating child numbers. Do not assume, however, that you can vary terms. You must check the existing contract.

Where a variation clause exits, it can be useful during discussions to draw the employee’s attention to the fact that this has already been contractually agreed.

Nevertheless, you should still take care with

variation clauses. Even an express clause may not guarantee that you can vary all contractual terns, especially fundamental ones.

Employee agreement If you don’t have a variation clause, or it is not sufficiently specific, you should first try and get employee agreement. Consult with staff and explain the business need for the change, including the potential effect of not doing so. Let staff ask questions – uncertainty about their position is more likely to lead to resistance.

If staff are reluctant to agree, depending upon the nature of the change, you may be able to offer a one-off financial payment, or small pay rise in return for agreement.

However, charitable settings would be wise to speak to Law-Call before making such an offer to employees.

If you are successful in agreeing the change, it is important to record the fact of the change and date of implementation in writing.

Get the employee to sign this as well. There is not always a need to reissue the whole contract; a simple addendum kept alongside it should suffice.

Imposing changes You may reach a point where trying to elicit agreement has failed. At this point, you will need to consider whether the business is able to manage without the change. If you are at a point where you need to impose the change, you might need to consider whether this will present a greater risk to your setting. You should contact Law-Call for advice if you ever reach this stage.

An alternative to imposing the change directly might be to dismiss the employee on notice (for ‘some other substantial reason’ under the Employment Rights Act 1996) and then immediately offer them re-engagement on a contract incorporating the new terms.

There is an obvious risk to this strategy as, depending on the circumstances, they

may be immediately eligible to bring a legal claim for unfair dismissal. In which case, the Employment Tribunal will consider whether: you had a sound reason for the change you considered alternatives and consulted with staff first other staff agreed to the change and if so what proportion of staff agreed and what specific objections were made by those who did not agree As a rule of thumb, if your proposed changes involve some kind of financial loss to your employee, it is more likely that they will be successful in claiming that this is a breach of the implied term of mutual trust and confidence. Special rules apply to changes where there has been a transfer under the Transfer of Undertakings (Protection of Employment) Regulations (TUPE) and you should seek legal advice in these circumstances.

More information Alliance members can access LawCall, a 24-hour helpline offering advice on legal issues concerning your setting or childminding business. Contact details can be found on your membership card. Alternatively, contact information services, with your membership number, for Law-Call’s details on 0207 697 2595.

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How to partner with a local care home

Collaborative work between early years settings and care homes for the elderly is increasingly common. But how should you get started? Pip Mountain, manager at First Steps Pre-school in Driffield, shares her experience

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BEST PRACTICE

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ntergenerational care is an increasingly hot topic in the early years sector. Last year, Apples and Honey opened in London – it was the first early years setting in the UK to share its location with a care home on a full-time basis. Elsewhere, a growing number of settings are organising termly or even weekly visits to nearby care homes and inviting care home residents to enjoy shared activities with them.

Pip Mountain, manager at First Steps Preschool in Driffield, was originally approached by the manager from Northfield Manor Residential Care Home in August last year. “She had watched Old People’s Home for Four Year Olds on Channel 4 and was keen to replicate the idea,” Pip says. After catching up with the TV programme herself, Pip decided to get on board and the two teams started planning. The teams shared information about the children and residents who would be taking part. They agreed to ensure that some of the same pre-school staff attended each visit, to ensure continuity for both the children and residents.

Here are some of the key considerations to think about when collaborating with nearby care homes:

Consider your space Think about the most suitable space for both children and the care home residents and make any necessary changes before you start.

First Steps realised that its own location would not be able to accommodate the residents’ wheelchairs. So the care home agreed to provide transport for the children between the pre-school and the home – they have also met all the other additional costs associated with their visits. At the care home, designed space has been made available for the children’s visits, including a specific space for the children and special coat hooks, seating and other equipment.

Pip decided to send a small group of six children with two members of staff for each visit. To provide continuity for both children and residents, they always visit on at Friday.

“The care home’s minibus picks the children up at 10.30 in the morning to give the residents enough time to finish their breakfast before we arrive,” Pip explains. The group spends around

an hour and a half at the home each week, so as not to tire out either the residents or the children too much.

Think about your risk assessment Adults with additional needs bring an extra challenge when assessing potential risks of a visit to a care home and you will need to think about this in your risk assessments.

Pip and her team found that the care home staff had already dealt many of the potential risks. “A lot of their risk assessments are in line with our own,” she explains. “The home is incredibly secure and the children are very safe there.” The resident’s garden pond was already behind a locked fence and the home’s dementia unit is securely managed at all times.

Communicate with staff and parents Make sure all parents and staff understand what the visits will involve and are happy with your plans.

Pip spoke with all the parents of the children involved in advance and made sure they were happy. “We gave them a chance to meet the care home staff, too,” she says. “They had a lot of questions, but once we’d talked them through it properly, they all felt happy with our plans.” Getting staff on board was also key, but Pip found that most members of her team were incredibly keen to join in with the project and they had more than enough people willing to join the children on the trips to the home.

Find common interests There are plenty of activities that both children and older people can enjoy together.

Let the children’s and resident’s interest shape your sessions.

Before their first session, the care home sent over some pictures of the residents who had asked to take part, along with a description of some of their interests. Some of the residents, for example, particularly enjoy singing and can play the piano. This makes for some great musical sessions with the children.

Anther resident has a particular talent for cake decorating and helped the children decorate a special birthday cake for one of the other residents who turned 101 earlier this year.

Pip says that shared meals are another hit, with the children and residents sharing a special Chinese New Year banquet. The teams also try to make connections to what the children are already working on in the setting, working on under the sea crafts or celebrating Easter with the children.

Get everyone involved Sharing your time with a local care home is all about community – make sure all staff from both teams are involved with the project.

For First Steps, the weekly visits to the care home have opened up new connections with a whole community. The children have bonded with the home’s cook over regular lunches as well as the gardener, who has helped them to plant bulbs in the garden. “It really is a whole care-home effort,” Pip says. The residents were also invited to watch the children’s nativity play, giving them a chance to meet some of their parents too.

Enjoy the benefits These visits can be rewarding for both the children and residents involved.

Unsurprisingly, the care home residents have been incredibly happy to see the children visiting them each week. Pip says that one resident was reluctant to join in at first, having recently moved into the home after sadly losing her husband. At the start of the children’s visits, she slowly formed a bond with one girl and has since become much more involved in the care home community generally. “That was really quite poignant to see,” Pip says.

The setting staff have noticed a positive change in the children too. Pip says that one child struggled to pay attention at times and didn’t always want to join in with group tasks or conversations. “Some of the other children were already quite confident, but he has completely changed since the visits started,” Pip explains. “Now he’s always chatting with the residents.”

Find out more Read our blog about intergenerational care at bit.ly/2tAbRup or visit unitedforallages.com for more information and advice.

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Minds do matter

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ALLIANCE EVENT

This year’s Alliance conference focused on the importance of mental health and wellbeing – for both practitioners and children. Here’s what we learned on the day.

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arlier this year, the Alliance conducted a survey of mental health in the early years sector.

The full results are available online at bit. ly/2lEXzEr (and summarised in the June issue of Under 5) and the overall picture is concerning. Six out of 10 people in the early years do not believe that they have a good work-life balance and almost a quarter said that they were considering leaving the sector.

Paperwork and other administration tasks were top of the list of stress sources, with pay and working hours also commonly cited. Neil Leitch, chief executive of the Alliance, shared some of the shocking statistics in his opening address: “I’m sure for many of you, none of this comes as a surprise. But I think it’s a startling reminder of the emotional cost to early years practitioners around the country day in and day out.”

Reminder: key findings from

Minds Matter

• Nearly two-thirds of respondents say work-related stress/mental health issues have impacted on their personal relationships.

• 56% of respondents say that financial resources have been a source of stress ‘fairly’ or ‘very’ often in the past month.

• 62% of respondents say that they don’t have a good work-life balance.

Never forget the value of what you do Key comments from the Minds Matter report “The overwhelming amount of paperwork needed to prove to Ofsted that you are performing correctly is challenging.”

“I know I cannot keep this pace up as it’s not fair on me or my family.”

“I do not think I have the energy to continue for much longer.”

Wellbeing at work

Neil also reminded delegates that no one should have to sacrifice their wellbeing for their job. “The reality is that we cannot leave things as they are. That’s why, following the results of our survey, we’re calling for the Department for Education and Ofsted to work with us to conduct a workload and paperwork review.”

“Never forget the value of what you do,” Neil reminded delegates. “The positive impact you have on the children in your care, especially those children that maybe don’t get the same support at home. Never forget to look after yourselves, and never forget to be very, very proud of all that you do.”

Time to talk

Alastair Campbell, former Downing Street press secretary, spoke next, talking candidly about his own experiences with mental health and work as an ambassador for mental health charity Time to Change. He expressed frustration at the continued lack of action on mental health. He said: “Everyone says: ‘It’s great that we are talking about this’. But I am sick of talking about this!” He urged people to stop “whispering” about mental health and have more open conversations about their concerns.

Campbell said that it was time that people changed the way they thought about mental health. He suggested that employers think twice before turning down a job application because an applicant has a history of mental health concerns.

He explained how his own experience had taught him resilience, which had been a key factor in his later success in politics.

He said: “I don’t think I have succeeded

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“If you’re concentrating on providing highquality care and education, then inspection will take care of itself.” their self-esteem. Roberts-Holmes also despite mental health problems, I think I argued that being placed in lower-ability have succeeded because of mental health groups can be a self-fulfilling prophecy, problems.” He suggested that people with children assuming consider why job applicants that only those in the top might have had periods of “I think it’s group should be able to do absence from work and not a startling to hold time off for illness reminder of the a task set. “Grouping lowers expectations and reduces or treatment against them emotional cost aspirations,” he said. when shortlisting for roles. to early years Roberts-Holmes also Campbell closed his practitioners noted the negative impact speech by reminding around the this could have on staff, delegates about the country day in with practitioners eventually importance of children’s and day out.” reduced to “technicians” by mental health and how the limited aims of this style early years practitioners of learning. He said that “datafication” can have a positive impact in this area. can also put an additional strain on staff He said: “The minds of kids matter more by making them feel insecure about their than anything else.” work and undermining their confidence in what they are doing. “We need to move The mind of a child towards the Scandinavian model, where Dr Guy Roberts-Holmes continued early years professionals are trusted more on the theme of children’s wellbeing. than metrics,” he said.

He discussed the impact of what he

describes as “datafication” on children’s mental health as well as outcomes. He Early priorities criticised the government’s plans to Ofsted’s chief inspector Amanda introduce a baseline test for children at Spielman also spoke at the opening the start of reception. Roberts-Holmes conference and shared her thoughts said: “This is children being turned into on the importance of the early years. data. It’s an algorhythmic dream, but Spielman said: “Like you, at Ofsted we who this really benefits is not clear.” know just how important the early years He also criticised the current focus on are. They go by so fast, but they are the “measurable” skills. “Not everything that very foundation of a happy, successful can be counted counts,” he said. future. And the right education and care Roberts-Holmes also criticised the at this time can have a profound impact rising trend for grouping children by their on a child and their life chances.” perceived ability, with this increasingly Spielman stressed the importance of early being found in early years settings. literacy, which she said was “the linchpin “Ability grouping heightens competition. of a good education”. Reading can Why would we do this?” he asked. “In any help empower children at an early age, competition, you can only have a certain she argued, touching on the emotional amount of winners and you benefits of literacy skills. will generate an awful lot “The minds of She said: “Children who of losers.” Even at a young read a lot often have wider kids matter age, children know exactly vocabularies and better more than where they have been anything else.” problem-solving skills. They placed and it can damage also have the words they

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need to express the complexity of their own emotions and those of others.”

As we all know, early years practitioners can play a huge role in helping boost children’s early literacy skills and Amanda reminded delegates of how much of a difference they can make. She said: “Investing time early on, whether it’s reading aloud, singing, reciting nursery thymes or just talking to children as much as possible – this is so important and makes a real difference.”

Touching on the day’s theme, Spielman asked delegates not to stress too much about inspections. “We are not trying to trick you or catch you out,” she said, “Your job is hard enough already.”

Instead, she urged practitioners to focus on the job at hand: “Don’t worry what you ‘think’ Ofsted requires. If you’re concentrating on providing high-quality care and education, then the inspection will take care of itself.”

Next steps

Following on from the conference and the launch of the Minds Matter report, the Alliance is now calling on the Department for Education and Ofsted to review paperwork requirements and ensure that these truly support quality provision and are not just tick-box exercises. We’ll keep you up-to-date with these efforts in Under 5 as well as online, through our website and on social media. www.pre-school.org.uk www.twitter.com/Pre_schoolLA

Hope Educ ation head w e re line s pons confe ors o re n c e f the new and a partn nnou ership n ced a furth with er de the A tails llianc of wh e, ich w anno unce il l be d soo n.

RSA also supp orted spon the e sorin vent, g the netw lunch orkin g drin and ks at Lond the H on Ba ilton nksid e.

ALLIANCE EVENT

The Alliance Outstanding Member Awards 2018

The winners of the first ever Outstanding Member Awards were revealed at the Alliance’s annual conference in a ceremony hosted by broadcaster Jenni Trent-Hughes. The awards recognise innovation and commitment in the early years sector.

Neil Leitch, chief executive of the Alliance, said: “We were so excited to launch our first-ever Outstanding Member Awards this year and the calibre of the nominations we received surpassed our high expectations.

“All across the sector, there are passionate practitioners – both paid and volunteers – working tirelessly to delivery quality care and education and provide vital support to local families, and it was such a pleasure to be able to celebrate this through our awards. All of this year’s winners and nominees demonstrated a commitment to the early years and a willingness to go beyond expectations to support children and families, and they should be very proud of what they have achieved.”

The awards were sponsored by YPO, which kindly provided some of their early years resources and toys as prizes for all the winners.

THE WINNERS Lifetime achievement

Kate Shepherd, Bright Sparks Playgroup, Hereford Kate first attended Bright Sparks as a child, while her mother worked as manager at the setting. She later trained with the Alliance and eventually took over from her mother as manager. Despite challenges, Kate has lobbied local councillors, local schools and her local MP to ensure the setting’s survival, while also seeing the setting progressing from a ‘good’ to an ‘outstanding’ Ofsted rating.

Carol Imms, volunteer at Mill Lane Pre-school Association, Broxbourne Carol spent 40 years as Permanent Secretary at Mill Lane Pre-school, working hard to ensure the smooth running of the organisation so that other members of staff could concentrate on taking care of the children. Working on countless fundraising events, she has helped ensure that the setting has access to the latest equipment and opportunities.

Shortlisted: Rachel Patman, Cambridge Day Nursery, Cambridge; Linda Creed, Buttercups Pre-school, Kings Lynn;

Shortlisted: Mrs Susan Lister, Playlanders Playgroup and Pre-school, Cambridge; Karen Lindup, Romanby Pre-school and CabinCrew, Northallerton

Outstanding early years team Steady Steps, Gosport Based in a military town, Steady Steps sees a high level of parent absenteeism. The team recognised that children in their care often struggle with anxiety and anger.

Manager Julie created the role of Emotional Health coordinator, who she now works with to provide specialist emotional support.

Shortlisted: St Johns Under 5’s Pre-school, Dewsbury; Chattertots Pre-school Language Resource, Harrow

Outstanding newcomer Lydia Coveney, St Alban’s pre-school, Macclesfield Lydia first joined this setting on a work experience placement, before training for an NVQ. She is now a full-time member of the team and key worker for 19 children, while also studying for a foundation degree. She is described by her team as a “young star”.

Shorlisted: Chloe Stables, Haxby Playgroup RB, York; Sally-Ann Barker, Potter’s House Pre-school, Yapton

SPECIAL COMMENDATIONS

Outstanding early years individual

Outstanding early years individual of the year Brian Hill, Yavneh nursery, London; Pauline Browne, Magic Moments pre-school, Baldock; Becky Cox, Cholsey Pre School, Cholsey; Cheryl Drewry, Steps Community Nursery, High Green; Julie Johnson, Peter Pan Nursery and Forest School, Surrey; Iesha Notice, Ice Tickles Childcare, Dartford.

Outstanding early years team of the year Plough Green Pre-school Team, Surrey; Springfield Bees Pre-School Team, Essex; Charnwood Nursery & Pre-school Team, Leicester; Little Hearts Team, Cornwall; Team Lodge, Zoe Evans Childcare Ltd, Kent.

Lifetime Achievement Award 2018 Sue Roberts, St Michael’s Preschool, Chester; Mrs Jean Scarff, The Owl Pre-School, Kent; Gill Moore, Hadley Under and Over 5’s Nursery and Preschool, Telford.

BEST PRACTICE

Miles of smiles Public Health England recommends that children who can walk get at least three hours of physical activity every day. Could taking part in the Daily Mile help children hit that target?

What is the Daily Mile?

When should we do it?

The Daily Mile is an initiative encouraging children to walk, run or jog outside for 15 minutes each day, covering an average of one mile. Children usually complete the mile in addition to their usual physical activity.

The idea started in 2012, when Elaine Wyllie, head teacher at St Ninian’s Primary School in Scotland, added a 15-minute jog to her school’s timetable in a bid to improve fitness. She soon noticed a huge improvement in children’s health, happiness and concentration in classes. Since then, schools and early years settings across the world have adopted the idea.

You can do the Daily Mile whenever fits best within your usual routine – this could be first thing in the morning, or just before lunch. Have a look at your schedules and see when would work best – this might change depending on what activities you have planned for each day.

Remember that the Daily Mile should not just be completed in good weather – children can run or walk in their coats if necessary. Ideally, you should aim to complete the 15 minutes every day but children will still benefit from taking part three or four times a week if that’s all you can manage to fit in.

Are all children able to take part?

Can we link the mile to any other activities?

The emphasis is on moving at your own pace for 15 minutes, rather than completing a full mile. Children aged two and above, including those with special needs or disabilities, should be able to join in. Completing a Daily Mile can count towards the three hours of exercise that children under five are encouraged to get each day.

You don’t need a running track or playground to join in – any safe outdoor space is fine. Childminders and settings without their own playground or garden can use a nearby park or suitable footpath. Making it part of your daily routine will help children create healthy habits and develop a positive attitude towards physical activity from a young age.

What do we need before we start?

Once you have decided on an outdoor space and completed a risk assessment, you’ll need to work out a suitable route for your mile – several laps around the space will work. You can add in some child pleasing loops and zigzags to the route if you would prefer.

You won’t need any special equipment, as children are usually asked to take part in their normal clothes and shoes, although trainers would be the best footwear where possible. You could introduce a system of stickers or counters to help motivate children and bring in early maths skills as they count laps or circuits.

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You could pair your Daily Mile with other health/wellbeing activities. For example, why not offer children a healthy snack and drink after the activity? You could also link the 15 minutes outdoors to any natural world and physical environment themes you are exploring with the children?

There is no need to measure and track children’s times, and this may alienate a lot of parents and children.

Instead, focus on offering children a chance to develop physical literacy and self-care skills. Young children may not be able to complete a full mile in 15 minutes, but you’ll be teaching them to have a positive attitude towards exercise.

How will children benefit from doing the Daily Mile?

Adding a Daily Mile to your routine will help children improve their overall fitness and levels of physical literacy, as the 15 minutes will count towards their recommended three hours of daily exercise.

Those taking part in the scheme have also noticed that children find it easier to concentrate after completing their mile. Some parents have said that their children sleep better after taking part and some schools have also noticed an overall improvement in children’s fitness and wellbeing.

35

the number of countries trying the Daily Mile

15

the number of minutes children are encouraged to run or walk for each day as part of the Daily Mile

2012

the year that the scheme first launched

Find out more Visit thedailymile.co.uk to find out more and to sign up for a digital starter pack.

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SUN SAFE NURSERIES NATIONAL ACCREDITATION SCHEME ASSISTING PRE-SCHOOLS IN THEIR DUTY OF CARE AND PREVENTING SKIN CANCER THROUGH EDUCATION To gain their Sun Safe Accreditation, pre-school settings must complete a 3-step process, providing feedback on-line, following completion of each step. Extensive resources have been provided to help settings achieve their accreditation effectively and efficiently, with minimum strain on valuable time and resources.

sunsafenurseries.co.uk

Not on m A dynamic approach to ensuring child safety while on outings, trips and excursions is essential for any early years provider. When we are outside of our usual environment with children, the situation is always dynamic therefore practitioners will need to be able to make decisions in situations that fall outside generic risk assessments.

In this context, dynamic means constantly changing or active.

Providers should have rigorous procedures in place, based on a risk assessment approach, to minimise or significantly reduce the risk of a serious accident happening.

Taking children off of your registered premises in the care of practitioners is by its nature a high-risk event.

Compromises must not be made in order for an outing to go ahead. For example, practitioners should not be ‘borrowed’ from other rooms to meet required ratios if it puts other areas under pressure. Potential challenges posed by the children’s behaviour during the outing must be recognised and met. Any off-site activity that involves leaving the registered premises is considered an outing, and therefore it needs a separate risk assessment and an educational purpose. It is good practice to have a level three qualified designated lead practitioner.

Short trip or outing – often planned at short notice, normally on foot and not lasting more than two or three hours. For example: a walk to the park, supermarket or garden centre.

Larger trip or outing – may involve transport, not local and lasting between three hours up and a full day. These trips may involve a whole setting and require booking in advance. For example: a visit to the zoo, the farm, seaside or castle. Parents and additional volunteers may be needed.

Transfer between settings – For example, a trip from the nursery into the school building, which are not usually considered to be a trip or outing. However, the potential risk of a short, often used, route that may only take a few minutes to complete should not be underestimated.

The designated lead should: ensure that all adults accompanying the children contribute to risk assessments ensure permission slips are completed bring a completed outing form ensure that the outing procedure is followed at all times not have responsibility for more than one child be the last person to leave any transport and complete the headcount use a dynamic risk assessment to constantly review the circumstances of the outing and the responses of all staff recognise and note any near misses and encourage other staff to do the same

Following the outing, the risk assessment should be reviewed with staff present.

Make any updates as necessary. While most incidents will have a good outcome, and are therefore considered a near miss, the potential for the very worst outcome remains and cannot be glossed over.

Investigation and reporting must still happen and the whole organisation must learn from the event. The challenge is to recognise something as a near miss without dismissing it. A child stepping into the road is a near miss, even if there were no cars in sight. A near miss can also be acknowledged as a time when dynamic risk management has been applied and an incident was averted.

Any near misses must be reported to the manager, so that they can be discussed and responded to in a positive manner.

Incidents which should have been foreseen, planned for and are consequently avoidable only come about because of an individual or group have been negligent in their duty of care.

The consequences of such an incident involving child safety can never be underestimated.

First and foremost is the impact on the child themselves and their wider family.

Then there is the inevitable impact on practitioners who may be disciplined and sanctioned due to negligence. Finally, there is the impact on the provider, who as the ‘registered’ body has the ultimate responsibility for meeting the safeguarding and welfare requirements of the Early Years Foundation Stage and must ensure that those people tasked with looking after children are suitable to do so.

SAFEGUARDING

my watch Special offer: 10% off all CPD resource packs Not on my watch! (Ref: T203) The Alliance’s new SMARTpd resource pack Not on My Watch, highlights the personal accountability of every member of staff in a setting to ensure children are kept safe while they are in their care, whether that is on the premises or when they are on outings together. The pack provides resources for a manager or team leader to deliver an interactive in-house session to empower the team with an increased understanding about the importance of practitioners’ responsibilities towards the safety of children on and off the premises, whilst giving additional consideration for the potential risks and hazards. It will provide an understanding of the elements of good dynamic risk assessment, whilst keeping themselves safe and promoting a positive safety culture.

Containing a PowerPoint Presentation, with facilitator notes, these resources support the host to deliver the session, at staff meetings for instance. It should be used alongside existing policies and procedures to ensure that any potential risks are clearly identified (foreseen), appropriate actions are taken (planned for), and the safety of children remains ‘paramount’.

Moving On Up! (Ref: T201) Ensure coherence and continuity through quality transitions for children, such as settling-in, changing key person and moving to ‘big school’. With an understanding of school readiness to support the characteristics of effective teaching and learning.

Managing your Ofsted Inspection (Ref: T202) An overview of the Ofsted inspection framework and to help prepare early years staff and volunteers for inspection. Empowers everyone to feel confident in taking part and to better understand the inspection process.

Simply order any SMARTpd resource pack by 31 August, quoting NOMY18, to receive each pack at the reduced price of £12.60 for members, £18.00 non-members

Interested in buying?

Please visit shop.pre-school.org.uk, call 0300 330 0996 or email shop@pre-school.org.uk.

shop.pre-school.org.uk

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ACTIVITY CORNER

Taking back travel bear Melanie Pilcher, quality and standards manager at the Alliance, shares ideas for keeping your travelling bear activities on track “Everything good, everything magical happens between the months of June and August.”

Jenny Han, author At this time of year, the days are longer and the weather may start to entice us outdoors. All across the country, fayres and festivals will be taking place. Many children and practitioners will also be looking forward to a holiday, either at home or abroad.

Early years practitioners that work all year round will no doubt be planning outings and other events that bring children and families together to enjoy the all-too-brief summer months.

We know that the best and most enduring memories of the summer are often of the times spent with family and friends, exploring new or exciting places. Parents are children’s first and most enduring educators, but as practitioners, we should be prepared to seek ways to share and extend the learning experiences that the children will have this summer.

A travelling companion One increasingly popular way to achieve this partnership is to have a group soft toy that each child has the opportunity to take home and look after, often a bear. This is a well-established practice in many nurseries and schools where children and their parents are asked to take photographs of the bear enjoying family activities.

A few words explaining what is going on may be added to an online blog or scrapbook.

Take a quick look a these online scrapbooks and it is easy to see where some parents have become quite competitive. They will find ever more inventive activities for their bear to enjoy, from theme park rides through to parachutejumps, in two extreme examples. It is often the parents who get the most from taking the bear home. Maybe it’s time to claim back the bear for the children. Here are a few ideas: Make sure that the bear, or whatever toy you use, has a story. Let the children make it up

with you. Where was the bear born? How old is she/he? Does she/he have any siblings?

Sibling bears might be a good idea if you have a large group of children and not enough bear to go around.

Talk to parents before sending your bear home. Find out if they are going on a particular trip, holiday, or visiting family. The rest of the children can then be involved in helping to plan what bear can do while she/ he is staying with them.

If parents say that they don’t have anything in particular planned, this can be a great opportunity to find out more about a child’s regular routine at home. For example, do they go to the supermarket with their parents? If so, what sort of things might the bear want to find in the supermarket (no purchase necessary)?

Send a brief itinerary home with parents that is based on children’s suggestions. Keep it simple and inclusive so that every child, whatever their background, can be involved and no parent feels under pressure to create an extraordinary experience.

Make sure that occasionally the focus of bear’s stay is something from a normal daily routine.

The school run, bedtime or teatime are all good examples that remind parents that they do not have to stage anything.

If a family is going on holiday, find out where and involve all of the children in preparing the bear to travel. Will they need sunscreen? What animals will they see? How will they say hello and goodbye in a different language? Find out what the child is most looking forward to on their holiday and make this the key focus of bear’s blog and photograph.

Encourage parents to send a postcard, chosen by their child, if they are taking the bear on holiday. Even with the increasing dominance of electronic communication there is still a simple pleasure to be had in receiving a handwritten card in the post. The learning opportunities for the rest of the group include looking for place names on maps, recognising an address and finding out more about the picture on the front of the postcard.

Give parents guidance that makes it clear what the aims of taking the bear home are.

For example: “This term the children will be planting and growing their own vegetables.

We would like you to take a picture of Bear in your garden with your child or at the fruit and vegetable section in your supermarket.”

Make allowances for children whose parents are not willing or able to take the bear home.

Ensure that some of the adventures they have are with the whole group of children and that specific children are given plenty of opportunities to be photographed with the bear or have specific responsibility for him/ her at some points.

Remember that your companion does not have to be a bear. Whatever you choose, it should be easy to clean, not large enough to be unmanageable for the children but not so small that it is easily lost. It’s a good idea to get a couple of spares so that lost or damaged bears can be easily replaced.

Make the learning meaningful Practitioners should look carefully at blogs or journal entries written by parents as they provide a real insight into each child’s learning and development at home. For example, what are family mealtimes like? What is the usual bedtime routine? How much access to outdoor space do they have?

All of these snippets give you an insight into that important home learning environment. This information will enable practitioners to plan activities for every child. If a parent says that they are struggling with a particular aspect of their child’s development, then make it a focus of the bear’s next visit. For example, the bear can bring bedtime storybooks with them for children who need some help with their bedtime routine.

If you believe that the travelling bear initiative in your setting has gotten out of hand and has become something that it was never intended to be, now is the time to claim it back on the children’s behalf. Revisit the intended learning outcomes and gently remind parents that it is the children’s bear, not theirs.

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NUTRITION

Making the most of summer The Infant & Toddler Forum offers advice for enjoying the summer months at your early years setting

T

he sunny weather, when we do get some in England, offers a perfect opportunity for getting out and about with toddlers. The majority of toddlers are naturally energetic and active, so will love having a chance to be outdoors, with plenty of space to move around.

Going out for a picnic is the perfect opportunity to make the most of this time, providing a chance for toddlers to get their recommended three hours of daily activity.

Remember that this can be made up of both light intensity and energetic activity – and can include both long and short periods of play.

If you want to host a picnic away from your usual setting, such as in the local park, this can provide a good excuse to take toddlers for a walk instead of driving.

If your chosen venue is too far away or walking is not a possibility, then you can try parking further away to encourage little ones to get walking.

There are many ways to make walking more fun. Why not try racing to different landmarks in the park? You can give toddlers a head start. Or try counting birds and trees? You could skip over all of the cracks in the pavement.

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When you arrive at your chosen picnic venue, the opportunities for activities are endless. From age two or three they should be able to jump, hop, gallop, climb and kick. At three- or four-yearsold children should start catching a ball and may be able to ride a scooter or a two-wheeled bike with stabilisers.

Remember that some toddlers will be less co-ordinated than others.

Picnic food ideas (and portion sizes) ham or cheese sandwiches (quarter or half a sandwich) cocktail sausages (one to three each) bread sticks (one to three each) strawberries (up to 10 small strawberries) cherry tomatoes (up to four each) carrot sticks (two to six sticks) cucumber sticks (two to eight sticks) yoghurt (one 125ml pot) or a small pot of rice pudding Food is a crucial part of any picnic.

Although it can be tempting to try and offer toddlers different foods at a picnic, it’s best to stick to foods that they know

and love. Even though the setting has changed, don’t forget that the children are still the same, with the same likes and dislikes. If you do want to try new foods, be sure to say positive things about the things you are eating. Dips like hummus might be easy to introduce for the first time at a picnic.

If the weather takes a turn for the worse, an indoor picnic can still provide plenty of fun and can teach toddlers valuable skills. Getting them involved in the preparation can help them be more willing to try new foods – as well as asking them to help packing up and tidying away.

Picnic must-haves Wet wipes are always handy, for both children and adults.

Why not bring along an old plastic bag to take all your rubbish away with you?

Ice packs or frozen bottles of water packed in with your food will help to keep it cool.

Be sure to provide plenty of water throughout the picnic so that everyone stays hydrated.

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

COMPETITION

WIN

25 children’s T-shirts for your setting Samuels of Norfolk is offering Under 5 readers a chance to win 25 children’s T-shirts printed with their logo.

The T-shirts usually cost £2.99 each.

They offer all early years settings an easy, affordable and inclusive uniform option for children.

Samuels is a leading supplier of personalised, high-quality uniforms at great value prices. Embroidery and multicolour options are also available.

For a quote, contact info@ samuelsofnorfolk.co.uk or call 01603 710007

The views expressed in Under 5 are not necessarily those of the Pre-school Learning 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.

For your chance to win, simply email your answer to the following question, along with your full name and postal address to: under5. competitions@pre-school.org.uk by 30 July 2018.

When taking part in the Daily Mile, how many minutes should children be active for (hint: see page 26)? a) 10 minutes b) 15 minutes c) 30 minutes

UNDER 5 MAGAZINE ISSN 0969-9481 EDITOR: Rachel Lawler

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