Under 5 June 2020

Under 5 the magazine of the early years alliance

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June 2020

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Ready to reopen?

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Come outside!

Forest school activities for reopening

In the right mindset

Tips for mental health and wellbeing

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contents 4

News round up

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

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Letters

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Ready to reopen?

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Reopening: your questions answered

Under 5 readers share their views Use our handy ticklist to check if your setting is ready

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All the latest guidance from the DfE explained

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The right frame of mind?

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How to be flexible

Advice from the Mental Health Foundation on staff wellbeing A legal guide to flexible working arrangements

20 Come outside!

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Ideas for taking your provision outdoors after coronavirus

22 Getting talking

The next part of our series exploring the planned EYFS reforms

24 Training in lockdown

How one setting has made the most of the Alliance’s EduCare offer

30 Squeaky clean: cleaning

procedures during Covid-19

A free extract from new Alliance publication: Preparing your premises and the early years environment

32 The joy of junk

Activity ideas for junk modeling with children in your setting

34 Fast and fresh

Healthy meal ideas from children’s cookery writer Annabel Karmel

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WELCOME & CONTENTS

welcome

Welcome to Under 5 As this issue reaches you, many early years providers will be getting ready to reopen their doors after many weeks of being either completely closed or only open to a small number of children. Whatever you and your team have decided to do, your provision is still likely to look very different than it did at the start of the year and there will be many changes to make as we all adjust to a new way of working.

With this is mind, this issue includes lots of ideas and information to help you get moving towards this ‘new normal’. One popular way of dealing with the need for space and ventilation is to take as many activities outside as possible. While many settings are already taking part in Forest School activities, we know that many more will be looking at how they cam move more sessions outside in the coming weeks. We’ve spoken to the Forest School Learning Initiative about how their ethos is particularly welcome in this postcoronavirus context (page 20).

Another trend that has been accelerated by the current crisis is the move towards online training. While the Alliance has been working in partnership with EduCare for many years, recent weeks have seen an increase in the number of teams taking advantage of our free training offer on the platform. We’ve spoken to Sticky Fingers Pre-school about how they have been making the most of their time away from the setting (page 24).

The lockdown period has also seen many people start to prioritise their wellbeing and mental health to a much greater extent than previously. Whether you have continued to work, been working remotely or been furloughed, the lockdown period is likely to have had a huge impact on your wellbeing. As we start to return to a more normal work pattern, we’ve spoken to the Mental Health Foundation about how to make sure that staff wellbeing and mental health remains a priority for everyone at this time (page 16).

With many practitioners needing to return to work on a more flexible basis than previously, we have also spoken to the team at Law-Call, a legal helpline available to all Alliance members, about how this can be implemented (page 19). We’ve also summarized all the latest changes to the government’s guidelines on reopening (page 12). As ever, for the most up-to-date information, please keep referring to our dedicated coronavirus page at www.eyalliance.org. uk/coronavirus.

As ever, please do keep sharing your good news stories and updates with us. The past few months have presented huge challenges to the early years sector and it has been inspiring to see how you have all been responding.

Rachel Lawler, editor

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in brief...

VACCINES: NHS England is asking parents not to miss appointments for their child’s routine vaccinations during the pandemic to help protect against other diseases.

Prime minister fails to mention early years in reopening announcement

round-up DfE releases EYFS guidance for 1 June reopening The Department for Education has shared its Planning Guide to help early years providers prepare to reopen to more children from 1 June onwards. The guidance explains how to prepare to reopen on 1 June, although settings are not required to follow it.

The guide says: “Settings may use their professional judgement and choose to follow alternative approaches depending on their individual circumstances, but at all times will need to take account of relevant public health guidance to maximise safety for those in the environment.”

Early years providers are being asked to reopen to all children on 1 June 2020, now that the government’s “five key tests” have been met.

Neil Leitch, chief executive of the Alliance, commented: “While we welcome the publication of further guidance for early years providers preparing to reopen in June, it is very frustrating and

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disappointing that this document has been published on the Sunday of a Bank Holiday weekend, little over a week ahead of the government’s planned reopening of schools and childcare settings.

“Going forward, the sector will need the continued support of government to ensure that we are able to continue delivering quality care and education while adhering to the latest guidelines and changing evidence bases, and so the government will need to take a much more proactive approach to providing clear, timely guidance to early years providers than it has to date.

“We know that many in the sector have already been working hard to prepare to reopen their doors to their families as safely as possible, and the Alliance will continue to develop all the necessary resources, information and guidance to support our members and the wider sector to do so.”

The Prime Minister failed to mention the early years sector in a televised address to the nation on setting out his plans for the next phase of the coronavirus lockdown period in England.

While he did not mention childcare or the early years, Boris Johnson set out conditional plans for reopening schools on 1 June 2020. He said: “We believe we may be in a position to begin the phased reopening of shops and to get primary pupils back into schools, in stages, beginning with Reception, Year 1 and Year 6.”

Neil Leitch, chief executive of the Alliance, commented: “We are incredibly disappointed and frustrated that, while this announcement offered some clarity on plans to reopen schools, there was no mention of the early years sector. Nurseries, childminders and pre-schools need a clear plan of action on how they are going to be supported, both practically and financially, to re-open as lockdown eases, but as it stands, it is unclear how – or even if – they are included in the government’s proposals.

“It is vital that the early years isn’t simply tacked onto the end of whatever plans government is making for schools. The early years is a unique sector with unique needs, and providers are going to face significant changes to the way they operate on a day-to-day basis, especially given the age of the children they care for.

“As such, government needs to be clear how it expects childcare providers to operate during this transition period, and crucially, what financial support it plans to provide.

Given the Alliance’s recent survey found that one in four childcare providers felt they wouldn’t survive the year, the government simply cannot afford to drag its feet on this. The Prime Minister has said that the UK ‘can be stronger and better than ever before’ - but without a functioning, sustainable childcare sector, this simply won’t be possible.”

POVERTY: UK food banks have seen a 210% increase in demand during the lockdown period, according to the Trussell Trust.

HOSPITAL FEARS: Doctors at Great Ormond Street have warned that children are missing out on life-saving treatment as parents avoid hospitals during the crisis.

Government criticised over PPE supply The Alliance has criticised the government after confusion over access to personal protective equipment (PPE) for childcare providers.

Guidance on ‘implementing protective measures in education and childcare settings’ issued by the Department for Education (DfE) on 12 May, states that education, childcare and children’s social care settings and providers should use their local supply chains to obtain PPE, but that: “Where this is not possible, and there is unmet urgent need for PPE in order to operate safely, they may approach their nearest local resilience forum.”

However, guidance issued by the Ministry of Housing, Communities and Local Government (MHLG) to local reiliance forums, who have been supplied with PPE by the government, does not include childcare providers on its list of organisations eligible to receive support.

While the DfE guidance states that PPE is not routinely required by

childcare settings at this time, other than what is routinely required for intimate care, the guidance does also advise that staff will need to use PPE if a child starts to display symptoms while in their care.

Childcare providers across England have already reported that local resiliance forums had told them that they would be unable to supply them with PPE, despite the DfE guidance.

The Alliance contacted all the local resilience forums in England and were told by several that the Department for Education guidance was an error and that they were required to follow the guidance from the MHCLG. Neil Leitch, chief executive of the Alliance, said: “Those childcare

providers planning on reopening on 1 June are working incredibly hard to ensure that they are able to do so as safely as possible. The DfE’s own guidance states that if a child displays symptoms of coronavirus, early years practitioners will need to wear PPE, and yet the government has failed to provide a suitable system to ensure that providers are able to access the PPE they need to deliver care safely.

“It is simply unacceptable to leave childcare providers facing the prospect of having to reopen their doors without the necessary protective equipment. The government must act urgently to ensure that it delivers an appropriate system which can meet the demand for PPE within the sector.”

“The government must act urgently to ensure that it can meet the demand for PPE in the sector.”

Chancellor extends Job Retention Scheme until October 2020 Chancellor Rishi Sunak has confirmed that the Coronavirus Job Retention Scheme will now be available until the end of October 2020. He also said that there will not be any changes to the scheme until the end of July, with employers still able to claim up to 80% of furloughed workers’ pay up to a maximum of £2,500 a month per worker.

From August onwards, the scheme will allow for greater flexibility with workers able to return to work part-time and the Chancellor suggested that employers may need to make greater contributions to their employees’ salaries. Previously, the scheme was set to close at the end of July 2020.

Neil Leitch, cheif executive of the Alliance, said: “While we welcome the extension of the Job Retention Scheme and the news that employers will be able to bring employees back parttime as of August, we remain incredibly

concerned about the financial viability of the childcare sector, particularly over the next few months as providers look to potentially reopen.

“With the initial demand for childcare places expected to be significantly reduced, and still no clarity from the government on whether existing support schemes for the sector will continue during this time, the outlook for many nurseries, pre-schools and childminders across England is very uncertain.

“The government’s refusal to reverse its decision to limit how much support childcare providers can access via the Job Retention Scheme has already had a hugely damaging impact on the sector. It is absolutely vital, therefore, that the government confirms exactly what funding will be made available to providers to ensure they are able to stay afloat during this transitional period.

“There are many significant financial

challenges facing the childcare sector at the moment and the extension of the furlough scheme – while helpful – is, by itself, not the solution.”

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Alliance calls for financial support for sector The Alliance has written to education secretary Gavin Williamson and children and families minister Vicky Ford, asking for additional financial support for early years settings as the sector gets ready to reopen to more children from 1 June onwards.

The Alliance is asking the government to help childcare providers with the additional costs needed to reopen and operate safely during the coronavirus outbreak, such as additional cleaning and personal protective equipment (PPE).

In guidance published on 7 April, the Department for Education confirmed that schools could apply for additional financial support to help with the “exceptional costs associated with Coronavirus for the period of March to July”, including increased premises related costs and additional cleaning costs. Schools with 250 pupils or fewer are eligible to claim up to £25,000 worth of support, while those with over 1000 pupils can claim up to £75,000.

However, the government has not announced any plans for any equivalent support schemes for early years providers, despite the fact that, like schools, they have been encouraged to remain open to key worker and vulnerable children since the end of March, and are now being asked to open more widely as of 1 June.

Neil Leitch chief executive of the Alliance, said: “We know that many

providers are still reviewing whether or not they will be able to open on 1 June – but for those that intend to do so, the government must commit to providing the funding needed to meet the additional costs of operating during this period, just as they have already done for schools.

“Infection prevention is rightly a key consideration for providers planning for the reopening of their setting, which in practice will mean additional cleaning, the purchasing of PPE, the replacement of some equipment and resources, and the additional staff time required to carry out this work – all of which will come at no insignificant cost to providers.

“It beggars belief, therefore, that while the government has already ensured that extra support has been made available to schools to help meet these costs, no equivalent financial commitment has been made for the many thousands of nurseries, pre-schools and childminders operating around the country.

“Early years providers are already facing significant financial difficulties as a result of inadequate government support during this period. The government must act urgently to address this disparity and ensure that no provider is financially disadvantaged for trying to ensure that their setting is as safe as possible for their staff, families and the children in their care.”

CMA investigates childcare cancellation policies The Competition and Markets Authority (CMA) is investigating reports of businesses “failing to respect cancellation rights” in the coronavirus pandemic. The CMA says that its Covid-19 Taskforce has received a huge number of complaints about businesses refusing refunds, with childcare providers listed as a sector of “particular concern”.

Other sectors targeted by the investigation include weddings, private events and holiday accommodation.

The CMA said that it expects refunds to be issued when “no service is provided by a business.” It also warned that businesses should not be “double recovering” by claiming government support while still charging customers.

Andrea Coscelli, CEO of the CMA, said: “If we find evidence that businesses

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are failing to comply with consumer protection law then we will get tough – that means launching enforcement cases and moving to court action where there is a strong reason to do so.”

Neil Leitch, chief executive of the Alliance, said: “Any instances of settings taking an unreasonable approach to parental fees would be likely to represent a tiny minority of the sector as a whole. What’s more, it is important that the CMA takes into account the fact that, unlike the holiday and wedding industries, the childcare sector is heavily dependent on government funding, and this funding has been inadequate for years. This has put a huge pressure on providers trying to remain sustainable, and especially during this incredibly challenging period.”

A quarter of providers fear closure within a year A quarter of childcare providers believe that they are likely to close within the next year, according to a new survey conducted by the Alliance. Three quarters of early years providers said that the government has not provided enough support for the sector in the coronavirus crisis.

More than 3,000 early years providers responded to the survey, which also highlighted key areas of concern such as the coronavirus job retention scheme. 75% of respondents said that they had thought they would be able to access the scheme fully while still receiving early years funding until the Department for Education published updated guidance on 17 April clarifying that there would be limitations on this. 71% had already furloughed staff, based on guidance published on 24 March which stated that providers could benefit from both schemes.

This updated guidance could have a potentially huge impact on the sector, with 47% of respondents saying that they may now need to make staff redundant and 37% saying that they would retract offers to top up staff wages to 100%. 21% of providers said that they would now need to retract offers to waive or reduce parent fees.

The survey also highlighted issues with the government’s Small Business Grant scheme as many providers operate from rented premises or buildings that don’t attract rate relief.

Settings operating from a premises with a rateable value over £15,000 are also unable to benefit from the scheme. Meanwhile, retail, hospitality and leisure businesses with a value between £15,000 and £51,000 are able to claim support grants of up to £25,000.

The survey also highlighted concerns for childminders, who were unable to access any financial support from the Self-employed Income Support Scheme until June. Any childminders who have been operating for less than a year also reported concerns as they cannot access this support scheme at all.

Neil Leitch, chief executive of the Alliance, said: “These findings paint a truly worrying picture of a sector struggling to cope with the impact of the coronavirus outbreak, and not getting anywhere near the support needed to make it through this crisis.

“Many nurseries, pre-schools and childminders were already struggling financially long before the coronavirus outbreak hit as a result of years and years of severe underfunding – and while the government has taken some steps to support providers during this period, as the results of the survey show, they are simply not enough.”

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june15

LETTERS

Have your say Essential service It is time that we started treating childcare as the economic essential that it is. Without more funding for childcare, reopening the economy will be vastly more difficult. It is imperative that the government takes urgent action and finally notices what years of underfunding have done to the sector before it is too late. The government needs to support the sector so that we can support the economy to recover. Parents with kids at home just won’t be able to get back to work otherwise.

Shazia Begum, director, Shining Stars Nursery and Pre-school

This month’s Star Letter writer wins a bundle of books for their early years setting.

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Standing up for the sector As most of you know, because it’s all over the news, schools are due to reopen on 1 June 2020. Do not worry, because the government has sent out detailed guidance for schools! All the local authorities have sent out even more detailed instructions for schools, encouraging many of them to remain closed or enforcing them to open much later than suggested by the central government.

Children returning will experience some changes but they will, however, be able to mix in a small bubble with 15 other children, with a teacher. They can play and mix together in this bubble and the teacher will put things in place to help keep some social distancing measures in tact.

But how? Well most schools already have policies in place that prevent teachers from picking up children to sit on their knee. Teachers often sit on chairs, at a distance from children on the carpet. Children in schools can be spread out at their desks so that most of the social distancing guidelines can be followed.

I am not saying that any of this will be easy for staff or children in schools. But despite all these steps, many local authorities are still asking schools not to open on 1 June.

Have you heard any government ministers talking about early years settings?

Did you hear that most children returning to settings will be over five years old?

Where will all the children under five be going? They must be staying at home surely if the schools cannot go back so soon in spite of all the above measures?

Early years settings waited for our guidance until 24 May. We heard from our local authority that we should open on 1 June – just make sure you cover yourself with a risk assessment first!

Our children are under five and need to be hugged, picked up and will want to sit on our knees. They will need nappies changing and help in the bathroom. They will sneeze, cough and dribble on you. The government or local authority will not provide us with any PPE. Our children will not need to follow social distancing, but are staff are expected to.

The majority of staff in the early years are paid the minimum wage, working more than 40 hours each week. They get little to no recognition of their work yet most of them will still walk back into their settings on 1 June, putting children first.

I do not have any scientific knowledge about the safety of reopening a school or an early years setting but I only hope that the government starts to treat our sector with the respect and equality that it deserves.

However you have been helping during this pandemic, be proud of what you do, as well as all the other sectors that have been a part of this too.

Rebecca Daniel, Pre-school manager

Email your letters to: editor.u5@eyalliance.org.uk using the subject line ‘Letters’.

NEW FREE Welcome back bundle available NOW!

This vital, three-pack practical resource offers you support to manage opening up your setting after lockdown.

It covers; putting the needs of children first in the opening up process creating an environment to ensure the health and safety of children the government’s proposals and considers implications for the sector how to best support the physical and emotional wellbeing of children, staff and parents pedagogical issues, offering practical advice and guidance

How to access Each pack includes facilitator notes, templates and useful information links.

Available as FREE download for Alliance members in the member’s area.

Non-members can buy here for a special price, only £40.

Early Years Alliance

Ready to reopen?

We share some guidance to help form an action plan for reopening your early years provision. This is designed to be adapted to your own individual needs.

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BEST PRACTICE

Staff Re-call manager/leader from furlough Consider other key members of the team who need to be re-called to help you prepare to re-open.

Undertake wellbeing calls to other staff/ committee members Check if anyone’s circumstances have changed. For example, they may be shielding for vulnerable family members or they, or someone in their household, could be showing symptoms of the virus. You should inform Ofsted and update EY2 as needed for changes to registered body/person.

Communicate plans to staff and agree a date for them to return to work The number of staff you recall will be based upon predicted occupancy levels following contact calls with parents and staff availability.

Let parents know on social media too and take down any out-of-date notices about closures or old policies and procedures.

Update children’s records You’ll need to check their education and healthcare plans, child protection plans and any SEND details to make sure they are up-to-date.

Check in with parents about what they have been up to in the lockdown. Have any children been attending another setting in the meantime?

Check your training needs Consider Paediatric First Aid and other training needs and update your records to reflect any training undertaken in lockdown periods.

Commence re- induction of staff Share any new information and your revised policies and procedures with them. You’ll need to talk them through any updates to their working practices or proposed changes to their shifts.

Consider how to bring your team back together and make sure that everyone is comfortable with your plans.

Update policies and procedures to reflect current government guidance, ensure all staff have access to revised procedures Refer to the EYFS disapplications (you can find a guide to this in the Members’ Area of the Alliance website). You’ll also need to update all your risk assessments and create new ones where needed. Your illness procedure should be adapted to include your response plan should a child present symptoms of coronavirus while at your setting.

Update social media and website Ensure webpages are refreshed with your revised policies and procedures and make sure your new opening information is up-todate once it has been confirmed.

Consider staff training on infection control.

Ensure DBS records are all up-to-date and refer to the EYFS disapplications and modifications on this.

Plan for children’s learning and development in readiness for their return.

Focus on settling in, considering their emotions, physical and mental wellbeing based on information shared by their parents/carers.

Contact school starters Speak to the families of any children due to start school in September. Have they had any contact from their receiving school?

Premises Inform landlord/others in building of planned return date If you are sharing premises, consider how you can safely reopen your setting.

Complete health and safety check Liaise with any other users in shared premises and make sure both indoor and outdoor areas are safe for children to start using again.

Clean and prepare premises You may also want to add new signage about social distancing measures. Consider cordoning off area for small groups to use.

Remove any equipment or resources that could pose an infection risk to children.

You’ll need to introduce a revised cleaning schedule going forward, following the latest government guidance.

Audit supplies Check your stock of PPE as well as your usual supplies. Make sure you have adequate resources, paying particular attention to any items that may be hard to source in the current circumstances.Place an order for any food items needed.

Families Speak with parents to assess likely occupancy levels Demand will inform staffing levels but staff availability will impact on number of places that can be offered.

Contact new starters Discuss and revise start dates where necessary with families.

Communication ‘new rules’ to parents Drop-off, pick-up and other arrangements will need to be made to help prevent the spread of infection. Make sure families are aware before they arrive for their first day back so they know what to expect.

Consider increasing outdoor provision Are there any activities that you can move outdoors? Are you making the best use of any outdoor space available?

Check your noticeboards and displays Remove any outdated information on the coronavirus outbreak to prevent confusion.

Consider how best to share the necessary information with parents while also making the space as welcoming as possible.

Find out more A downloadable version of this checklist is available as part of the Alliance’s Welcome Back resource pack. Alliance members can download a FREE copy of all three parts in the Members’ Area. Non-members can purchase copies for £15 each or £40 for all three at shop.eyalliance.org.uk.

Reopening: your qu T

he Department for Education (DfE) has confirmed that is is asking early years providers to potentially reopen for children of all ages as of Monday 1 June 2020.

We know that the sector has a number of serious questions about how this will work in practice. Here are answers to some of your most common questions, based on the DfE guidance.

Do I have to reopen on 1 June?

No. The government has confirmed that it is “asking” providers to open on 1 June but it is not a requirement.

Am I expected to keep children two metres apart from each other?

No. The DfE has confirmed that it does not expect providers to keep all children two metres away from each other, or to care for children while remaining two metres away, as this is simply not possible. Its guidance states: “We know that, unlike older children and adults, early years and primary age children cannot be expected to remain two metres apart from each other and staff.”

It has said that it is asking providers to try and minimise the risk of transmission by keeping children in smaller groups, and

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minimising the interactions between these groups.

What does the government mean by “small groups” and how will this work in practice?

The DfE guidance on reopening states that: “For pre-school children in early years settings, the staff to child ratios within Early Years Foundation Stage continue to apply, and we recommend using these to group children”.

It adds that: “Where settings can keep children and young people in those small groups 2m away from each other, they should do so. While in general groups should be kept apart, brief, transitory, contact such as passing in a corridor is low risk”.

My setting operates in a single large room.

How will this work?

The DfE guidance on reopening states that: “Where the physical layout of a setting does not allow small groups of children to be kept at a safe distance apart, we expect practitioners to exercise judgement in ensuring the highest standards of safety are maintained. In some cases, it may be necessary for providers to introduce a temporary cap on numbers to ensure that safety is prioritised.”

What steps do we need to take to minimise the risk of infection transmission?

The DfE guidance on protective measures outlines steps providers can take to deal with direct transmission (e.g. via coughing and sneezing) and indirect transmission (e.g. through touching contaminated surfaces).

The key steps the government says providers should take to reduce the risk of transmitting an infection are: Minimising contact with unwell individuals, and ensuring anyone who has coronavirus symptoms themselves or who lives with some displaying symptoms, does not attend your provision.

Washing hands thoroughly and frequently for 20 seconds with soap or water, or alcohol hand rub or hand sanitiser.

Catching coughs and sneezes in a tissue, and putting the tissue in a bin straight away.

Cleaning frequently-touched surfaces (further guidance on cleaning is available here).

Minimising contact between groups of children.

Additional guidance from the DfE includes: Considering which activities are suitable

COVID-19

uestions answered to deliver, and which could take place outdoors.

Staggering drop-off and collection times.

Planning drop-off and pick-up protocols “that minimise adult to adult contact”.

Considering how play equipment is used, “ensuring it is appropriately cleaned between groups of children using it, and that multiple groups do not use it simultaneously”.

Removing unnecessary items from the learning environment and minimising the use of soft toys and furnishings as far as possible, as well as toys that are hard to clean.

Do we need to wear personal protective equipment (PPE)?

The government guidance states that: “Wearing a face covering or face mask in schools or other education settings is not recommended” and that: “Schools and other education or childcare settings should … not require staff, children and learners to wear face coverings.”

It adds that: “Children, young people and students whose care routinely already involves the use of PPE due to their intimate care needs should continue to receive their care in the same way”.

The guidance also states that if a child develops coronavirus symptoms while at a

setting, a “fluid-resistant surgical face mask should be worn by the supervising adult” and that “disposable gloves, a disposable apron and a fluid-resistant surgical face mask should be worn” during any contact with the symptomatic child.

It adds that: “If a risk assessment determines that there is a risk of splashing to the eyes, for example from coughing, spitting, or vomiting, then eye protection should also be worn.”

With regard to obtaining PPE, the guidance states that: “Education, childcare and children’s social care settings and providers should use their local supply chains to obtain PPE”, and that: “Where this is not possible, and there is unmet urgent need for PPE in order to operate safely, they may approach their nearest local resilience forum.”

Resilience forums are partnerships made up of representatives from local public services such as local authorities, the emergency services and the NHS. What should we do if a child or member of staff becomes unwell while at the setting?

The DfE states that: “If anyone becomes unwell with a new, continuous cough or a high temperature in an education or childcare setting, they must be sent home”, and advised to follow government guidance

(i.e. to self-isolate for seven days, while all members of their household self-isolate for 14 days).

If it is a child who has fallen ill, the guidance states that they should be moved to a room where they can be isolated behind a closed door with appropriate adult supervision while awaiting collection.

The guidance adds that: “Ideally, a window should be opened for ventilation”. If moving to a separate room is not possible, the child should be moved to an area at least two metres away from other people.

The guidance also states that: “PPE should be worn by staff caring for the child while they await collection if a distance of 2 metres cannot be maintained (such as for a very young child or a child with complex needs).”

If a member of staff has helped an unwell child, the guidance states that they should wash their hands thoroughly for 20 seconds afterwards, but that they are not required to go home unless they develop symptoms themselves or the child subsequently tests positive for coronavirus. If the member of staff does develop symptoms, they are able to access a free coronavirus test.

The guidance adds that: “Cleaning the affected area with normal household disinfectant after someone with symptoms

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has left will reduce the risk of passing the infection on to other people.”

If a child or staff member is seriously ill, 999 should be called.

What happens if someone at the setting tests positive for coronavirus?

The government has confirmed that all staff and children at a childcare setting will have access to a coronavirus test if they display symptoms of the virus.

In the case of children, guidance states that: “To access testing parents will be able to use the 111 online coronavirus service if their child is 5 or over [and] will be able to call 111 if their child is aged under 5.”

If either a child or member of staff tests positive, the rest of their ‘group’ at the setting “should be sent home and advised to selfisolate for 14 days”. However, the guidance states that the household members of those in that group do not need to self-isolate unless the children or staff member who they live with develops symptoms themselves.

The guidance adds that: “if other cases are detected within the cohort or in the wider setting, Public Health England’s local health protection teams will conduct a rapid investigation and will advise schools and other settings on the most appropriate action to take”.

It also states that “in some cases, a larger number of other children may be asked to selfisolate at home as a precautionary measure”

but that “where settings are observing guidance on infection prevention and control, which will reduce risk of transmission, closure of the whole setting will not generally be necessary”.

Are staff members with underlying health conditions expected to return to work?

Government guidance states that staff members who are clinically vulnerable – for example, those with diabetes, or who have mild-to-moderate asthma – should be supported to observe social distancing by carrying out roles that can be done from home, such as session planning. If this is not possible, they should be offered roles that allow them to stay two metres away from other people wherever possible. If this isn’t possible, then providers “must carefully assess and discuss with them whether this involves an acceptable level of risk”.

Staff members who are clinically extremely vulnerable – such as those with specific cancers or with severe respiratory conditions such as cystic fibrosis – are not expected to attend work. The guidance states that staff in this category “should work from home where possible” Can staff who live with someone who is vulnerable attend the setting?

The guidance on reopening states that staff who live with someone who is clinically

vulnerable (but not clinically extremely vulnerable), including those who are pregnant, can attend their education or childcare setting.

However, staff who live with someone who is clinically extremely vulnerable should “only attend an education or childcare setting if stringent social distancing can be adhered to.”

Can children who have underlying health conditions attend the setting?

The DfE states that “few if any children” will fall into the category of clinically vulnerable, but that “parents should follow medical advice if their child is in this category”.

Children who have been classed as clinical extremely vulnerable are not expected to attend settings.

Can children who live with someone vulnerable attend the setting?

Children who live with someone who is clinically vulnerable, but not clinically extremely vulnerable, can attend their setting.

Children who live with someone who is clinically extremely vulnerable should only attend their setting “if they are able to understand and follow social distancing instructions” which “may not be possible for very young children and older children without the capacity to adhere to the instructions on social distancing”.

Find out more Visit www.eyalliance.org.uk/coronavirus for more information and guidance on reopening your early years provision.

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The right frame of mind?

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WELLBEING

Tips for employers

The Mental Health Foundation shares advice for taking care of staff wellbeing as settings look to reopen to more families

W

hatever your role in the early years sector, recent months will have seen changes to the way you work, bringing uncertainty and new challenges for many of us. Whether your setting closed completely or has remained open to key worker families and vulnerable children, your daily routine is likely to look very different now than it did at the start of the year.

Like many key workers, early years practitioners were already dealing with significant challenges long before the start of the coronavirus crisis. Chris O’Sullivan, head of workplace mental health at the Mental Health Foundation, says: “Early years staff do an amazing job in what were difficult times before the pandemic, and what are extraordinary times now. They are key workers – and one of the many groups of key workers that many people don’t think of. As a father of a five-year-old about to make the transition to school, we are about to say goodbye to a wonderful team of nursery staff who have been a constant presence in both my children’s lives. We know the dedication that nursery staff bring, but also the challenges of their work.”

The lockdown period presented challenges for everyone, but particularly those who are used to working so closely with children and families who they were suddenly unable to see. Chris explains: “Early years settings have been coping with both a need to provide care for key workers and staff being furloughed and unable to provide the care that makes the job enjoyable. In both cases staff are often unable to see the close colleagues that make the good times better and the tough days bearable.”

1. Share reliable information Avoid sharing articles and information from unreliable sources. There is a lot of misinformation circulating on social media and news sites. Stick to trusted sources and official government updates.

2. Communicate Consider who needs to be involved in making decisions about reopening your setting and planning your next steps. This can help reduce anxiety for staff who are waiting for updates.

3. Stay in touch Keep in regular contact with your team. Try to be honest with them and acknowledge how stressful the situation is. Be prepared to tell them if you don’t have answers to some of their questions yet and let them know that you will come back to them when you have more information.

You could host online staff social events, such as a virtual book club, or share regular creative challenges or puzzles with your team.

Getting back to business As the country looks to gradually ease the lockdown measures, once again early years providers are at the forefront of the process as they are asked to open their doors to all children from 1 June onwards. This is, of course, dependent on the government continuing to see progress in the measures taken to prevent the spread of the virus.

Providers will naturally be wary of getting back to normal in these strange times, however soon their setting chooses to reopen.

Alongside all the logistical concerns, getting into the right frame of mind is going to be a challenge for many practitioners at a time when children and families will be more in need of a friendly face than usual. The need to support children will be a huge motivator for many in the sector and it’s important to remember how valued practitioners are during these challenging weeks. “Things will change – nurseries are going to be needed and when it’s right to start easing lockdown and people start to return to work, children will need childcare and their smiles will be huge,” Chris says.

But while the need to be supportive to others will naturally be a focus for many practitioners, it’s important to make sure that you take some time to take care of yourself in this difficult

4. Be mindful of individual needs When making plans, consider the needs of staff with protected characteristics and how this will affect them and make adjustments where necessary. For example, people from Asian or Italian backgrounds may be experiencing discrimination. This time may also be particularly difficult for those with preexisting or past mental health issues and you could see more people disclosing issues that they have previously not discussed at work.

Treat new disclosures with respect and compassion and make adjustments where you can.Try to protect the physical and mental wellbeing of your team, starting with those who are most in need.

5. Find opportunities Planning, staff training and development or just catching up on admin are all tasks that you could try to complete during partial closures or when your setting is quiet.

Clearing your to-do list will help you get ready to resume business as usual when the situation has changed. transition period too. Chris suggests: “During Mental Health Awareness Week last month we focused on kindness and early years staff are shining examples of that. I’d urge practitioners to try and remember to keep back some of their energy and kindness for themselves.” For owners and managers, Chris recommends that staff wellbeing is taken into consideration “from day one” of your return to work.

Staying safe Remind staff to try and change their method of transport to work if they can and consider how you can help them try to avoid traveling at peak hours where possible.

Maintain hygiene measures such as hand washing, not touching your face and catching sneezes and coughs with tissues.

Try to minimise staff gossip and hearsay about the virus if you can. It’s likely to be a hot topic of conversation but reducing the amount of talk about the news and personal stories about the virus can ease anxiety.

Find out more The Mental Health Foundation offers a selection of resources to help you and your team take care of your mental health in this time. Visit www.mentalhealth.org.uk/ coronavirus to find out more.

LAW-CALL

How to be flexible As many providers look to a phased reopening of their settings, the team at Law-Call, a free legal helpline available to all Alliance members, explains some of the common issues around flexible working

A

greeing a change to an employee’s hours after a period of leave, usually maternity leave, is not an uncommon discussion in a pre-school environment and, in Law-Call’s experience, management are predominantly very open and receptive to requests. This flexibility is key in enabling a successful pre-school with contented staff and a top class learning environment.

Flexible working decisions are made all the time, informally, without many managers realising it. This could be staggered hours, term-time working, phased return after illness or allowing an employee to work part-time.

However, when presented with a new flexible working request, it is important to have a framework for making these decisions.

Who is eligible?

The current format for requesting and processing flexible working requests has been in place since 2014. Any employee may ask for flexible working but to be eligible they must first have worked for you for at least 26 weeks.

Employees asking for a change to their working hours must put their request in writing, explaining why they feel this request is reasonable and manageable. Employees can only make one flexible working request within

any twelve month period. Employers must consider the request and respond within a ‘reasonable period of time’. You must respond within three months of the request but most employers respond much sooner.

Do you have to say yes?

Employees have a right to request flexible working but not an automatic right to have their request granted. If an employer feels that they cannot balance an employee’s request without compromising the way that their setting needs to run, they are entitled to turn down the request. Employers should explain their refusal within the framework of the legislation. There is a prescribed set of ‘statutory reasons’ that an employer can give for refusing a request – these are listed in the Employment Rights Act 1996.

By agreeing to a flexible working request, an employer is entering into a permanent change to the employee’s terms and conditions of employment. These cannot be re-wound at a future date. Therefore, you must assess how a request will work in the future as well as now. If you are concerned that a proposal may be unworkable, you could suggest a trial period to the employee. If the employee agrees then you must confirm in writing with a clear review date.

Flexible working and COVID-19 The current situation with coronavirus across the world has increased the need for flexible working arrangements, particularly as the country moves towards a phased reopening of businesses with social distancing measures in place. Many providers are planning to reopen on 1 June, with a new approach to working.

Any employment matter has to be considered on a case-by-case basis. Is the request a permanent or temporary one? Are staggered shifts an option with appropriate health and safety measures in place? While an employee’s work in a setting often revolves around the children’s physical presence and staff interaction with them, can any of their duties be undertaken from home? Could you reduce the amount of time they need to spend in your setting at all?

All of these decisions will be very case specific and none of it will be easy. For tailored advice, we advise that you speak with Law-Call to help you through this process.

Find out more The contact details for Law-Call are listed in the Members’ Area of the Alliance website, please log in at eyalliance.org.uk/members-area.

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Come o

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FOREST SCHOOL

outside!

Robbie Dee, forest school leader and trainer at the Forest School Learning Initiative, shares some ideas for taking your provision outside as settings look to reopen after coronavirus

I

n these unsettling times, it’s crucial to try and look for positivity wherever possible.

One way some providers are doing so is by taking this opportunity to move much of their activities and daily routine outdoors.

Taking your provision outdoors can have significant of benefits at any time, but in the current climate it could be even more beneficial.

Moving activities outdoors will help physically distance children from one another, helping to minimise the risk of transmission between them and offer much better ventilation and reduce the need for shared resources and tools.

An increasing number of people live their lives predominantly indoors – and recent events have only accelerated this trend, with families restricted to remaining at home as much as possible for many weeks. The principles of Forest School are more in need than ever before.

Spending most of your time indoors doesn’t allow children to run, move, climb and jump as much as they do outside. They have fewer changes to fail, be bored and start to invent their own games. To be together with peers and in nature, doing what they want without any technological devices has huge benefits. It allows children to be children.

There is compelling scientific evidence in favour of giving children free access to outdoor spaces, with children showing improved health and wellbeing. Children thrive in spaces rich in loose parts and greenery – preferably both.

Being in touch with nature is beneficial for both physical development and mental health.

It can help relieve stress, improve short-term memory, improve mental energy, support the immune system, aid concentration and stimulate creativity.

Many practitioners feel a sense of comfort and peace when out in the natural environment. The next time you are outside, pay attention to the fresh air, the growing plants around you, the birds singing... How does it

make you feel? Learning outdoors is a pleasure and it can help keep children happy. Observe children as they experience nature next time you are outside. Do you notice a difference in their behaviour?

Even before the coronavirus outbreak, many families had little spare time to spend in nature but many have been taking advantage of their daily exercise time and exploring their local environment. Many will be keen that their children continue this as they start returning to settings.

Here are some ideas for activities to try in your outdoor space in the coming weeks: Bug finding – Do you have any spaces that bugs may be living in? How much bugs can you find? What do they look like?

Nature trails – Try to identify the trees, plants and wildlife you encounter on your walks.

I spy – Ask children to look for particular natural items such as leaves, grass cutting, sticks, feathers, etc.

Cloud watching – Choose a day with lots of distinct clouds and ask children to look for shapes. What can they see?

Mud painting – Designate a space in your garden or outdoor area. All you need is a trowel, bucket of water and a paint brush for each of the children. What better way to let children be children?

Pond dipping – Make sure all children are adequately supervised near any water. You can try this at streams as well as ponds. Try to identify any plants or wildlife you find.

Shadow drawing – use chalks on hard surfaces such as concrete or tarmac to draw the outline of each other’s shadows on the floor. Try going back to the same spot later in the day to see how they have changed in the different light.

Tree climbing – Make sure children don’t climb any higher than an adult can reach and try not to assist them on their way up. As a

general rule, if they are able to get up, they should be able to get down. Always have adults nearby observing.

Colour matching – Dulux paint cards can be used to try and match colours to the natural items children find outside. Items like leaves and sticks can be taped next to their matching shades.

Story time – Reading outside under a tree or on the grass can help bring a story alive.

It also gives more space for acting out the story and really bringing characters to life.

Treasure map – Make a map for children to follow and find something outside.

Balance rocks – Ask children to try and balance a stack of rocks on top of each other to create a pile. How many can they add to their stack before it tumbles?

Animal homes – If you spot any animals out on your walks and visits, ask children to try and make a home for them using natural resources. Try making nests for birds using twigs and other items.

Planting and growing – Is there any space you can use to plant some flowers or fruit and vegetables? Children can help water them and watch as they start to grow.

Texture collection – How many different textures can you find outside? Create a collection of all the items and try to describe each one.

While this article cannot answer all the questions providers currently have, hopefully it has helped assist you in your return to work and perhaps inspired you to look for silver linings wherever possible. However challenging the current climate, the summer months offer many wonderful chances to explore nature around us.

Find out more The Forest School Learning Initiative has launched a series of online courses that can be undertaken remotely. To find out more, visit www.fsli.co.uk.

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Getting talking In the next part of our EYFS reforms series, Alliance quality and standards manager Melanie Pilcher explains how the new Communication and Language educational programme could work in practice

T

he changes to the educational programmes and early learning goals (ELGs) for communication and language are designed to place a stronger focus on practitioners reading to children and increasing their vocabulary.

This increased focus on language and vocabulary development in the early years is also reflected in the educational programmes for the other areas of learning and development.

While no one could argue the importance of communication and language, the suggestion that it “is a critical area of

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learning within the EYFS, that underpins and influences all other areas” fails to recognise the interconnected nature of the Prime Areas and how all three are foundational for children’s learning. For example, in terms of personal social and emotional development it is impossible to communicate or learn language without relationships with others.

Early years practitioners understand the holistic nature of child development and that the development of children’s spoken language is an important building block for all seven areas of learning

and development. The development of language and communication skills is much more than a technical achievement or a checkpoint on a developmental chart.

Rather, it is an essential aspect of being human, of connecting to others, of sharing thoughts and ideas and, most importantly, being a member of a family, social group, or wider community.

There has been some criticism of the educational programme’s lack of reference to how children develop the skills of attention, listening and understanding, which are particularly crucial to younger

EYFS

children. The focus is on older children, with little thought given to how babies and toddlers communicate first through sounds and actions. The vocalisations, facial expressions, and gestures that babies use soon start to develop into recognisable speech. Learning to understand, enjoy and use language is the first step towards literacy and the foundation for learning to read and write.

Babies and toddlers need verbal interactions with adults as these have a bigger impact on their language development than the number of words they hear. Research suggests that the number of times children aged 18–24 months are engaged in a back-and-forth exchange with an adult is related to their verbal skills as they grow up.

There is reference in the EYFS to the number and quality of conversations and examples of how children become comfortable using a rich range of vocabulary and language structures. But practitioners must understand how this is initially developed when a baby begins to babble and the carer responds by making babbling sounds back, thus learning the first rules of conversation and turn-taking.

Children need endless opportunities throughout their early years to take part in back and forth conversations with adults and their peers to practice the rules of conversational engagement.

When practitioners define their educational programmes for communication and language they must not allow the specificity of the text in the EYFS and the activities described to distract them. The educational programmes appear to assume that increased vocabulary is the single most important element of improved communication and language skills for young children. Of course, children need to have well developed vocabularies and an understanding of the meanings of words, but this comes from more than just having books read and hearing new words.

The role of the practitioner in children’s language development is crucial, adding new vocabulary, reading to them, talking, questioning, and modelling language.

But as important is how the practitioner

scaffolds language development. This is achieved through their response to a child’s attempt to communicate by repeating back and building on the sounds they make or the gestures they use.

Young children need simple everyday experiences that are rich in opportunities for talking and listening together with practitioners who can tune in to what interests them. Such conversations happen spontaneously and generate teachable moments where the practitioner recognises the opportunity to introduce new words that the child can hear and use in context.

Practitioners must also understand the stage a child’s communication and language development has reached to accurately track their progress and identify problems at the earliest opportunity. Only by having an accurate picture of each child’s language and communication skills, can they be sure that their educational programmes are inclusive and appropriate for every child.

There may be a variety of reasons why a child is experiencing difficulties or delay and it is often practitioners in the setting who identify communication and language needs for the first time. However, most children will make good progress with the right support.

All the evidence indicates that communication and language development is a key area of learning from birth. While we may disagree that it is the most critical, it does, along with the other Prime Areas, underpin and influence all other areas.

Children’s later achievements are reliant on their ability to communicate effectively therefore it is important that any needs are identified and addressed at the earliest opportunity.

Proposed Early Learning Goals Listening, Attention and Understanding – children at the expected level of development will: Listen attentively and respond appropriately when being read to and during whole class discussions and small group interactions; Make comments about what they have heard and ask questions to clarify their understanding;

Hold conversation when engaged in back-and-forth exchanges with their teacher and their peers.

Speaking – children at the expected level of development will: Participate in small group, class and one-to-one discussions, offering their own ideas, using recently introduced vocabulary; Offer explanations for why things might happen, making use of recently introduced vocabulary from stories, non-fiction, rhymes, and poems when appropriate; Express their ideas and feelings about their experiences using full sentences, including accurate use of past, present and future tenses and making use of conjunctions, with modelling and support from their teacher.

Proposed educational programme The development of children’s spoken language underpins all seven areas of learning and development. Children’s back-and-forth interactions from an early age form the foundations for language and cognitive development. The number and quality of the conversations they have with adults and peers throughout the day in a language-rich environment is crucial.

By commenting on what children are interested in or doing, and echoing back what they say with new vocabulary added, practitioners will build children’s language effectively.

Reading frequently to children, and engaging them actively in stories, non-fiction, rhymes and poems, and then providing them with extensive opportunities to use and embed new words in a range of contexts, will give children the opportunity to thrive.

Through conversation, story-telling and role-play, where children share their ideas with support and modelling from their teacher, and sensitive questioning that invites them to elaborate, children become comfortable using a rich range of vocabulary and language structures.

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Training in lockdown Online training offers an excellent way of staying in touch with staff and making use of spare time during the lockdown period. Here is how one setting has been making the most of the Alliance’s EduCare offer

W

ith many staff working fewer hours, working remotely or on furlough, the coronavirus period has created a huge challenge for all early years teams.

While the Alliance has been offering free distance-learning training courses through our partnership with EduCare for many years, these resources have become more valuable than ever in recent weeks.

Claire Tobin, area manager at Sticky Fingers Pre-School in Southampton, says: “During this strange time we are in, we have had only a few members of staff working to keep our setting open for the key worker children and vulnerable children. They are working a few days and working from home the rest of the week.” Some members of her team have been unable to come into the setting due to health or family situations in the crisis.

The situation presents many challenges, but Claire’s team have been making the most

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of the spare time by taking additional training courses. She says: “As a pre-school there is only so much work that can be completed from home and so much time in the setting to complete training, therefore staff have been working towards the ‘Be the Best’ certificates by completing required courses on Educare. This has given them a focus and an additional achievement.”

The extra time training has also offered the setting a chance to reflect on changes they’d like to make as they start planning to welcome more children back. “We are completing #JustQuality accreditation and part of this was working on reflections and improvements,” Claire says. “We introduced training exit slips which staff have completed with each training course. These let us know as management what the staff member learnt and how they would like to put it into practice. We can use this information as part

of their supervisions and next steps.”

In addition to this, Claire has been working hard to stay in touch with her team and make sure they are feeling supported in these difficult few months. “At the beginning of the lock down, things were changing daily so I would send out a daily email to keep staff updated,” Claire says. “Now things have calmed down I send out a weekly email with any updates and work for the week. I speak to them via phone or Zoom fortnightly and they have all my contact details and know they can contact me for any support or advice.”

They found that the extra training was actually helpful for their wellbeing as well. She says: “All the staff have pointed out how difficult this time is and by being given work to focus on helps them feel more focused.”

Claire believes that keeping the team focused on their jobs with training will also help them ease back into work as the setting

EDUCARE

gets ready to welcome more children. She says: “They have been able to keep the early years in the front of their mind and gathering the additional knowledge will support them to feel fully prepared.”

The team at Sticky Fingers particularly enjoyed learning about the theories underpinning the EYFS. “Many of our staff who hold higher qualifications, and have done for many years, enjoyed the refresher as we don’t focus on theorists daily,” Claire says. The team also recently completed courses on SEND as part of a SEND audit in the local area. “Staff have reported that this was useful in understanding the wider picture,” she adds. “We work together to support staff and tailor training on individual children to support their understanding, so this is a good refresher for them.”

The team has also been enjoying the Alliance’s Be the Best: Key person bundle of courses. “Half of my staff team have

completed the Be the Best: Key person training so far and the rest are working towards it,” she says. “As an additional incentive and treat I will order them all mini trophies that will say ‘Best Key Person’ on them! This gives them something they can display at home to help remind them of their achievements when the certificate is filed away in a folder.”

With providers readying themselves for lots more change and uncertainty as they start to reopen, Claire also thinks that the time spent training will have helped her team ready themselves. She explains: “In the early years there never seems to be enough time, so use this time wisely to improve your knowledge through the training and it will support the team to come back focused, feeling proud of their achievements and spark their ideas for improvements that can become part of your development plan upon returning to work.”

NEW COURSE: Wellbeing during the Coronavirus outbreak The Alliance and EduCare are working together to offer even more practical support to providers in this difficult time.

Wellbeing during the Coronavirus outbreak contains FIVE CPD-recognised courses.

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

These online courses (normally worth £84.00) are completely FREE to ALL PROVIDERS and their teams until 30 June 2020.

Find out more here: bit.ly/2SBxJC1.

Find out more Find out more about the Alliance’s EduCare offer – including the NEW Wellbeing during the Coronavirus outbreak – at www.eyalliance. org.uk/educare.

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Play, Learn, Thrive...

Creating safe spaces for learning and play Individual learning spaces

Reading Pod 9805

Two Tone Pod 34705

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Extend your classroom outdoors Open outdoor classroom spaces with plenty of room to let air circulate and space to create your own zones and sections.

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The Curriculum Cabin 34760

Adaptable spaces

Zoned Out(side)

Moveable, wipe clean outdoor furniture, create flexible table and seating areas as you need them.

Create flexible working zones that you can change anytime you need to. Accommodate children in their own comfortable working space safely distanced.

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Play, Learn, Thrive...

Creating safe spaces for learning and play 3

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Stripy Wicker Wigwam and Cosy Pod Set (2Pk)

These brightly coloured dens barely need embellishing with drapes and are sure to brighten up your outdoor space and entice all manner of little visitors for reading, play and adventure.

Colours may vary. 3yrs+. Suitable for outdoor/indoor use Cosy Pod H1.4m x Dia 70cm Add a cushion for extra comfort. Cosy Wigwam H1.5m x Dia 1m.

32800 34705 34704

2

Two Tone Pod Two Tone Wigwam

£365.00 £174.00 £210.00

7

1 Cosy Pod Family Trio (3Pk)

Create a cosy village with these individual and group pods. Ideal to place in multiple locations or all in one space.

5,6

1x Dia 100cm x H140cm, 2x Dia 80cm x H120cm. Add a cushion for extra comfort. Check regularly and trim any sharp bits. Sizes vary.

49697

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2 Large Cosy Pod

Cosy up with a friend in this perfect pod for two or three. Lovely enclosing safe space to encourage conversation and building relationships. Add some books for a shared reading experience.

H140cm Dia100cm Colours may vary.

31087

7

£257.00

Group Reader’s Pod (Outdoor) Wicker

A larger group pod perfect for cosy conversations and a quiet reading space with friends. This pod will comfortably fit three to four children in.

4

H1.3m x Dia1.2m. Check wicker regularly, trim loose/sharp bits.

26566

£245.00

8 7

5 The Pod

These are so beautiful you will want one for yourself. A cosy willow pod perfect for quiet reading, cosy conversations, hidey holes and hanging out with friends.

C. Dia 80cm x H1.2m. Add a cushion for extra comfort. Colour may vary. Suitable for outdoor/indoor use.

25426 Individual £166.75 26444 Pack of 3 £480.00 31087 Large Cosy Pod (not shown) £257.00

8 The Arch-Outside

We believe these wigwams are some of the strongest and tightly-woven ones on the market.

Produced with a window for extra role play value.

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25418

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4 Willow Wigwam

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£199.00 £395.00

6 The Pod Cushion

34514

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Indoor Outdoor Arch Set (2Pk)

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Play, Learn, Thrive...

Creating safe spaces for learning and play 1

2,3

1

Umbu Group Arch Outdoor

An outdoor version of our popular Umbu arch - this large wooden arch frame is perfect for creating a instant den or hidden area in your outdoor space.

H135cm x W180cm x D120cm. Supervision recommended. Self assembly.

49223 £199.95 48517 Colourful Crates (4Pk) £79.99 25411 Hideaway Net By the Metre £6.29

2 Tyre Stands and Dividers (4Pk)

3 Tall Tyre Posts (4Pk)

Yet another way to make tyres useful. Use these tyre stands as bases for den building or screen spaces. A stable way to create spaces with added height. Poles are drilled at the top for den building.

H1.4m x Dia42cm. 3yrs+.

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The perfect quick and easy way to den build or screen spaces, these posts ensure a stable way to create spaces with added height.

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Rafiki Arch Outdoors

An outdoor wooden arch perfect for creating cosy den spaces, reading corners or even a tunnel! Throw over some fabric or tarp for an easy shady or sheltered spot or why not cover with dark fabric and fill with leaves for a great Bear Hunt cave!

H135cm x W160cm x D80cm. Supervision recommended. Self assembly.

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Thanks to Moorland Primary.

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Some sound advice from one of our Cosy Club members @lottiemakes on how to keep things going but also keep safe as we head back into school...

Creating safe distanced spaces for learning and play in Schools and settings

In an ever-changing world, some things stay the same – children need to play!

Play, Learn, Thrive...

When schools return next week, we wanted to give you some ideas and inspiration for practical resources to ensure hygienic and safe learning spaces, whilst adhering to the safe distancing rules.

Create ‘zoned areas’ with Playground Room Dividers.

Flexible working zones that you can change anytime you need to. Accommodate children in their own comfortable working space safely distanced. Each zone or area can be managed for different play purposes. A Gardening area, a mud kitchen area, a Mathematical learning area, a Literacy area, a cosy quiet reading area, a messy play/ art area. The 4 dividers below can create 5 different zoned play and learn areas.

Indoor room dividers are great for creating distinct areas in large classrooms whilst maintaining good visibility.

Create zones indoors and help manage the flow of traffic round your room. The natural material creates a calm neutral interior.

Extend your classroom outdoors. Use open outdoor classroom spaces with plenty of room to let air circulate and space to create your own zones and sections. These make excellent value temporary buildings - treat them well and they will last a long time.

H Crates - our H Crate low Play Chalk Table and a higher version for KS1 - are ideal for seating outdoors and can easily be hosed and brushed down after use without damage. They can be spaced out easily and have many other uses later.

Turn them in to obstacle courses, crazy vehicles with wheels and steering wheels.

You can even turn them into moveable mud kitchens using our wooden Mud kitchen plank tops.

These can be spaced out to adhere to social distance rules in school settings and once a more normal way of life resumes – can be adapted for group play and collaborative mud kitchen play!

Instagram: https://www.instagram.com/cosydirect/ Facebook: https://www.facebook.com/cosydirect Twitter: https://twitter.com/cosydirect

Don’t forget to follow us on social media for ideas, new resources and of course the odd competition TELEPHONE: 01332 370152

Order by phone, post or online at cosydirect.com

Squeaky clean: cleaning procedures during Covid-19 How can you make sure your premises are as clean as possible? We take a look at best practice in this extract from new Alliance publication, Preparing your premises and the early years environment

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COVID-19

Cleaning of the environment, including toys and equipment, should be frequent, thorough and follow a recognised procedure within the setting. There are important steps that children and young people, their parents and those who work with them can take during the coronavirus outbreak, to help prevent the spread of the virus.

In childcare settings, preventing the spread of coronavirus involves dealing with direct transmission (for instance, when in close contact with those sneezing and coughing) and indirect transmission (via touching contaminated surfaces). A range of approaches and actions should be employed to do this. Thorough cleaning of the premises is paramount. It must be done properly and systematically to be effective.

Colour coding Practitioners and cleaning staff within the setting should adopt a colour-coded system for cleaning materials and equipment. This makes sure that these items are not used in multiple areas (e.g. toilets and general areas, etc.). This is proven to reduce the risk of infection spreading from one area to another. All cleaning materials such as cloths (re-usable, which are cleaned in between uses, or disposable), mops, buckets, aprons and gloves (re-usable, if cleaned in between uses, or disposable) should be colour coded.

An example system could be:

BLUE Items are for use in general areas throughout the building.

GREEN Items are for use in food preparation and serving areas.

RED Items are for use in toilet areas, washrooms, showers and on floors in these areas. Nappy change areas can also be included in this category although it is recognised that some settings may wish to have a separate colour for nappy change areas.

The golden rule is to work from the visibly cleanest area toward the dirtiest area with a single cloth and then dispose of it. This greatly reduces the risk of cross contamination.

The aim of a colour-coding system is to prevent cross-contamination.

Where reference is made to personal protective equipment, such as aprons and gloves, early years settings should use their local supply chains to obtain these products.

Item

Method

Buckets

Wash after each use with detergent solution. Dry and store upside down, not stacked inside each other.

Use disposable ones and throw away after use.

Cloths Should be reserved for dusting surfaces that are not heavily soiled within general and office areas. They should be washed after each use.

Dusters Wash after use in hot, soapy water, wring out and store mops upside down to dry.

Mops Mops should be disposed of when they appear visibly soiled. Washing or disinfection of mops should also occur on a regular basis.

Rubber gloves Rubber gloves, which should only be used for general cleaning and for handling waste, should be washed with general purpose detergent and dried thoroughly after each use. If gloves get holes or heavily contaminated, they must be thrown away.

An alternative is to use disposable gloves, which should be disposed of after a single use and never re-used.

Toilet brushes Rinse in clean flushing water and store dry, away from children.

Vacuum Change the air filter cleaners regularly according to the manufacturer’s instructions.

Wipe detachable tools with a detergent solution.

Watch our for the wrong cloth appearing in the wrong area It is essential that such a system forms part of any employee induction or continuous training programme.

Consider problems for those who may be colour blind.

The colour-coding system must relate to all cleaning equipment, including cloths and gloves, unless disposable gloves are used.

Monitor any system to make sure staff are using the colour appropriately.

Make sure items of different colours do not touch each other at any time.

Procedures should also be in place to make sure that cleaning equipment is cleaned in between use and stored so that clean items do not become contaminated, e.g. mop heads used in one area should not touch those used in another. Further points to consider when cleaning the general environment include: Items such as paper towels and toilet rolls should be stored off the floor and protected from contamination.

Control of Substances Hazardous to Health (COSHH) data sheets should be available for each cleaning product used and these items should be stored in a locked area to stop unauthorised people or children getting to them.

When cleaning, staff should use personal protective equipment as required, such as aprons, gloves, etc. and hands should be washed on removal of gloves.

Cleaning up straight away is important following a spillage of blood and/or body fluids, including faeces, saliva, vomit, nose and eye discharges. When spillages occur, use disposable paper towels and throw away any waste as per your early years setting policy. The table below provides some prompts that should form part of the procedure to clean an area following a spillage. The recommended method can only be used on surfaces that can withstand bleach. In all other instances and for cleaning up following a spillage of urine, the alternative method must be used.

To minimise the risk of cross contamination, mops should not routinely be used to clean up spillages.

Find out more Alliance members can download a copy of Preparing your premises and the early years environment for FREE in the Members’ Area of the website at www.eyalliance.org.uk/ Members-area Non-members can purchase for £15 at shop.eyalliance.org.uk.

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ACTIVITY CORNER

The joy of junk Alliance quality and standards manager Melanie Pilcher shares ideas for junk modeling with children

T

here are few resources that are as readily available as the recycled materials that practitioners gather over time. The inevitable collection of packaging, boxes, empty toilet rolls, containers and other items that build up are easily sourced from staff and families’ homes and usually free.

While some art and craft activities have a specific end result in mind, junk modeling has no restrictions and is limited only by children’s imagination.

Product manufacturers do an excellent job of creating packaging that entices consumers, so leftover packaging tends to appeal to children’s senses and encourages them to pick it up. Many of the donated items in your collection will be visually appealing, bright, colourful and tactile. You will be able to see and hear children’s excitement when a pile of junk materials appears on the art table.

There is usually no need to coax children into this activity. Observe how children carefully sort through the items on offer, handling each one and sometimes even smelling items before they do anything else. It is interesting to see how they recognise familiar text or logos. This is a valuable precursor to their pre-reading and writing skills.

Once children have chosen their items they may wish to decide what they would like to make. Some will decide to stick bits together, with no end product in mind. The characteristics of effective learning are utilised fully as children problem solve, test out their ideas and persevere until they have achieved their aim.

Prime Areas of learning Junk modeling does not have to be a solo effort either, children will recognise when they

need help and will recruit their peers, or ask a practitioner to do something specific, even if it is just to help them find the end of the tape, or to hold something in position whilst they attempt to fix it together. Their personal, social and emotional development can be observed in their interactions with their peers, taking turns and working cooperatively together to achieve their goals.

Meanwhile, communication and language is promoted as children express their ideas verbally and non-verbally by showing and telling others what they are doing. They often narrate the process, giving explanations for why a box needs to go in that exact position or describing how they are going to overcome a problem with stability. This narrative isn’t always directed at other people but can instead be a child’s way of organising their thoughts and testing ideas.

Some new words may be introduced as children put them into context and test them out for the first time. For example: “I need to find an aerial for this car, so it can work the radio.”

Physical development comes from the tactile nature of junk modeling as children use a range of small tools and develop handeye coordination as they maneuver pieces into position.

Final products When the precious models are sent home, make sure that parents do not dismiss the effort that it has taken and the learning that has taken place. It is never just a pile of boxes or an unwieldily structure that is unlikely to survive the journey home. It is a representation of their child’s imagination and their skills as an architect and project

manager that have got that pile of junk to this point.

Make sure that any group or solo efforts are displayed in your setting too. Children will enjoy telling parents and practitioners what it is, how it was made and who helped them.

Be prepared for creations to change over time too. It may start off as a ‘thing’ or a dinosaur and as children reflect on the shape, or view it from a different angle, decide that it could be something else entirely unexpected.

Join in the fun As with any child-led activity, adults must look for the teachable moments but must not be tempted to take over and interrupt the active learning taking place. Why not make something yourself alongside the children?

Doing so will model different ways of doing things, without consciously directing the children. Children really enjoy working alongside adults and sharing experiences.

They take pleasure in seeing that you enjoy doing things that are important to them and will often take on the role of teacher as they offer ideas and help you out too.

With many families spending more time at home than usual, there has been an uptick in the number of children making things to keep themselves occupied. Making things in this way is good for your mental health and wellbeing too. It’s a mindful activity that helps to slow down a busy mind – something we all need to do from time to time. Of course, your attention remains with the children but in the spirit of recycling and creativity, why not take advantage of one of the many ideas circulating online and make something that could become a learning resource in your setting?

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NUTRITION

Fast and fresh

Children’s cookery writer Annabel Karmel shares tips for quick, easy and healthy meals using simple ingredients to help during these difficult times

O

ne of the many biggest challenges of the coronavirus crisis is the constant flow of meal times. Little children seem to need feeding all the time. No sooner have parents cooked and cleared away lunch, then a few short hours later it’s time to start getting ready for dinner! This can be difficult for many parents, particularly if any of their go-to ingredients are out of stock.

Here are some cooking tips for quick, easy and healthy meals to share with your parents.

Tip 1: Lazy meals Family cooking doesn’t have to mean spending hours in the kitchen. If in doubt, eggs are my staple ingredient. They are a fantastic food for the whole family and packed full of nutrients.

The great thing is that you often have them to hand so you can always whip up a quick frittata in minutes.

Tip 2: Working with less than ideal ingredients We too readily bin perfectly good ingredients which, with a little bit of love, can be transformed into a glorious thing. Overripe bananas (the more brown spots the better!) make the best banana bread. Vegetables which are slightly past their best can be revamped by roasting them in the oven.

Roasted cauliflower is so simple yet delicious. The edges of the cauliflower caramelise when roasted, taking on a nutty, buttery flavour. If you drizzle over a honey and rice wine vinegar dressing, it becomes a thing of beauty.

I also love using a spiralizer – simply baking sweet potato curls in the oven with a little oil and salt and pepper turns them into the most delectable dish. It also adds oodles of child appeal to everyday vegetables. If you don’t have a spiralizer you can grate ribbons with a vegetable peeler instead.

Tip 3: Use tinned vegetables A well-stocked store cupboard of cans and tins

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means you can still cook-up a healthy nutritious dinner for the whole family even if you haven’t been able to go to the shops. After all, it takes no time at all to create a quick tinned tomatobased sauce for pasta or use a tin of chickpeas to make mini falafels or a quick hummus.

Tip 4: Appealing to picky palates Around ninety per cent of children go through at least one lengthy phase of fussy eating, so rest-assured, you’re not alone. My top tip for tackling a picky palate is to make the blender your new best friend. Remember – what children can’t see, they can’t pick out. I like making a Bolognese sauce packed with blended onions, leeks, celery, tomatoes, pepper, carrots and my secret ingredient, apple. It’s delicious.

Tip 5: Make food look as good as it tastes Without going to unnecessary lengths, try to make your child’s food not only taste good but look good too. Make mini portions in ramekins, get creative with fruit faces on top of their morning bowl of porridge or thread chicken and colourful vegetables onto straws for some kid-friendly kebabs’.

Simple dishes that kids can customise which also encourage family participation are great. Children like to assemble their own food, so you could lay ingredients out in bowls and let your child fill and fold their own wraps or choose their favourite toppings for their homemade puff-pastry pizzas.

Sweetcorn and Tomato Rainbow Fritters Sweetcorn fritters are a firm family favourite, whether for lunch, dinner or as an on-the-go snack. They are so simple and quick to make, plus they are a great way to sneak in some added goodness to any professional veggie detectives out there!

Prep: 5 minutes Cook: 5–10 minutes Makes: 8 fritters Ingredients 100g sweetcorn 8 cherry tomatoes, roughly chopped ½ clove garlic, crushed 2 tbsp basil, chopped 1 tbsp sweet chilli sauce 50g plain flour 1 tsp baking powder 25g Parmesan cheese, grated 1 egg, beaten Method Put the corn into a food processor. Wizz until finely chopped. Scoop into a bowl. Add all of the other ingredients and stir until mixed together.

Heat a little oil in a frying pan. Spoon large tablespoonfuls into the pan. Spread out slightly and fry for 1 – 2 minutes.

Tip 6: Super substitutes If it’s not possible to get the exact ingredients for a recipe then worry not – these times are about getting creative and using what we can or have to hand. For example, my Sweetcorn & Tomato Rainbow Fritters (right) is one of my most popular recipes – and you can find it below. However, if you don’t have sweetcorn or basil to hand for example then use whatever vegatables or herbs you have to hand!

Flip over and fry for a few more minutes on the other side until lightly browned and cooked through.

More information Annabel and The Yum Yum Food Company are working with Leon Aarts and Compassion London to ensure that families don’t go hungry in the Covid-19 crisis.

Visit www.compasson.london to donate or lend your support.

COMPETITION

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

For your chance to win the Bronze Teddy Time membership, simply send your answer to the following question, along with your name and contact details to: under5.competitions@ eyalliance.org.uk How long do employees need to have been working for their current employer before they can ask for flexible working? (hint: see page 19).

A) at least 26 weeks B) at least two weeks C) at least two years

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.

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

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

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SCHOOLING & TRAINING AID

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