Under 5 Nov/Dec by Under 5

Under 5 the magazine of the early years alliance November/December 2021

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obil m y a l P a t 1.2.3 se worth £153

A rewind on ratios?

Responding to the latest reports

Wholesome holidays Festive celebrations without the expense

The unique child How can we include every child?

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contents 4

welcome

News

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

My Under 5

Another rewind on ratios?

Making neuro-musical fireworks

Outstanding success

Keeping it real

How do we ensure that we really include every child?

Alliance member settings share news of recent events and projects A look at a recent reports on childcare ratios Boogie Mites shares some insight into the impact of music

How one setting scored an ‘outstanding’ in its latest inspection Natural decorating ideas for the festive season

Alliance business manager Juliette Moran shares her thoughts on inclusion

Focus on food safety

Sharing the latest advice to help keep children safe at mealtimes

20 Have a happy, wholesome holiday Frugal yet festive ideas for celebrating in your early years provision

22 How to have an EYFS-inspired festive season

Alliance quality and standards manager Melanie Pilcher takes inspiration from a favourite poem

25 Fighting flu

Why families should consider giving their children a flu vaccine this winter

26 Covid-19 sick leave update

The team at Law-Call explains the latest rules on Statutory Sick Pay

28 Celebrating diversity

Using Persona Dolls to help promote inclusion in the early years

29 Supporting vegan and vegetarian families

How to help children at your setting meet their nutritional needs on a meat-free diet

30 Sustained shared thinking

WELCOME & CONTENTS

Welcome to Under 5 This issue marks the end of another stressful year for the early years sector after continued Covid19 restrictions, the implementation of a new EYFS and of course, the ongoing concerns of funding and staffing. However you are celebrating this festive season, I hope you all get a chance to take a very well-deserved rest at some point too! To help you celebrate, we’ve got some ideas for keeping your festive celebrations in line with the EYFS (page 22) as well as some environmentally-friendly ideas for decorating (page 16). We know that this time of year can also be a struggle for many families, especially after such a difficult year. To help, we’ve got some fun, yet wholesome, ideas to help you have fun without going over budget (page 20). With concerns about the common flu potentially circulating alongside Covid-19, we’ve also got some information about the flu vaccine to share with families (page 25). Keeping with the safety theme, we’ve also got some important information to share about how to keep children safe and prevent choking accidents at your provision (page 18). Don’t forget you can also download a safety poster for your setting at bit.ly/ FoodSafetyEYA. With some of updated rules on Statutory Sick Pay now updated since the start of the Covid-19 outbreak, we’ve got an update from the team at Law-Call to make sure you’re up-to-date with the changes (page 26). For some more positive news, we’ve heard how one provider managed to get an ‘outstanding’ rating in their first Ofsted inspection after the pandemic (page 14) and we’ve got some tips for bringing the concept of ‘sustained shared thinking’ into your early years practice (page 30). As ever, please do keep sharing your good news stories with us for our My Under 5 section – it’s been wonderful to see children enjoying celebrations and trips out again. You can reach us at editor.under5@ eyalliance.org.uk. Rachel Lawler editor

How to bring this concept into your early years provision

33 Competition UNDER 5

in brief...

NUTRITION: Children who eat at least five portions of fruit and vegetables each day have the best mental health, according to a new study published in the BMJ.

Childcare investment could increase mothers’ income by £10bn, report claims

round-up Chancellor promises extra funding for the early years at Spending Review The Chancellor has pledged additional funding to “increase the hourly rate paid to early years providers to deliver the government’s free hours offers” at this year’s Spending Review. Following an initial announcement of an “additional investment of £170 million in 2024-25” by the government, children and families minister Will Quince confirmed in a meeting attended by the Alliance that funding will not only increase by a total of £170 million in 2024/25, but also by £160m in 2022 and £180m in 2023. Neil Leitch, chief executive of the Alliance, commented: “There is no doubt that the picture for the early years sector is more positive than was suggested by the Chancellor’s announcement earlier today, and we welcome what appears to be a growing recognition within government of the value of the early years. “As always, however, the devil is in the detail and we await further confirmation on how exactly this funding will translate into

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rate increases for the sector over the coming years. While the annual level of investment our sector is set to receive over the next three years will result in a higher increase in early entitlement funding rates than we have seen over recent years, there is still an incredibly long way to go to make up the £2.60 per hour funding shortfall that the government’s own cost calculations revealed. “What’s more, we know that for many nurseries, pre-schools and childminders, even remaining afloat until next April is set to be a real struggle. As such, we would urge the government to look at what short-term, emergency support can be given to those providers already on the brink of closure. “Early years providers are committed to delivering quality, affordable care and education to the families that need it – but that doesn’t come cheap. We hope that today is the first step towards a new approach to early years in this country, and the delivery of the significant investment that our sector needs and deserves.

Greater investment in childcare could increase the total annual income of working mothers in the UK by up to £10 billion, according to a new report from the Centre for Progressive Policy (CPP). The CPP says that 1.7 million mothers want to increase their working hours but are unable to do so due to a lack of affordable and flexible childcare and 1.3 million women have been prevented from taking on a potential job due to a lack of childcare. The report also highlighted the negative impact of low funding rates on early years providers, estimating that for each 15 hours place providers lose £335 a year due to the gap between funding rates and the cost of delivery. To help address what it called “the childcare deficit”, the CPP has called for: • fairer funding for subsidised childcare places, with a new audit process to determine the cost of delivery • an increase in the number of funded hours for three- and four-year-olds from 30 weeks to 48 weeks • subsidised hours for children under two • funding for after-school and holiday care • the establishment of a ‘What Works Centre’ for childcare • a new ‘Skills for Childcare’ organisation • a right to a 20-day trial period for flexible working requests Neil Leitch, chief executive of the Alliance, said: “We know that quality, affordable childcare plays a vital role in supporting parents - and primarily, mothers - to participate in the workforce. However, the harsh reality is that years of government underfunding have forced many early years providers to either restrict their hours or increase fees and charges to stay afloat, making it increasingly difficult for mothers with young children to return to and remain in work. As the CPP’s report points out, this not only results in lost earning potential for women, but also costs the economy billions in foregone tax revenue. It’s time for the government to recognise that a strong and sustainable economy cannot be achieved without a strong and sustainable early years sector, and commit to investing what is needed to fix our broken childcare system.”

FAMILY STRESS: 82% of parents have struggled with potential burnout symptoms, according to a new survey by Action for Children.

HOSPITAL PLAY: Research by the Starlight Children’s Foundation has found that 53% of hospitals currently have no budget for play resources.

Petitions Committee calls for an independent review of childcare funding The Petitions Committee has called for an independent review into childcare funding and affordability, as part of its review into support for new parents and families 18 months after its initial investigation into the impact of the Covid-19 pandemic. As part of the report, the Committee surveyed 8,700 parents about their experiences, with 93% unable to access baby and toddler groups in the last 12 months and three quarters unable to find affordable childcare. The Committee also heard evidence from organisations, including the Alliance, about the continued impact of the pandemic on the early years sector. The report concludes that many of the concerns raised in the Committee’s last report “remain live issues” and laments that the government has “failed to acknowledge the need for urgent action”. In its recommendations, the report calls

on the government to publish a new recovery strategy for new parents and report on its progress next summer. It says: “While not a silver bullet, we hope this will go some way to ensuring these issues receive the profile and priority they deserve, but which they have not received to date.” Alongside the call for a review of childcare funding and affordability, the report also recommends: • “clear and dedicated guidance” on Covid-safety for community groups, including parent and baby groups • funding to help support schemes for parents who have missed health visiting checks • additional funding for perinatal mental health support • a review of health and safety regulations for pregnant women

Neil Leitch, chief executive of the Alliance, commented: “The committee is absolutely right to call for an independent review into early years funding and affordability at a time when many settings are fighting to remain open and many parents are struggling to balance work and childcare. The pandemic has taken a huge toll on a sector already struggling to remain viable, and clearly, substantial further investment into the early years is needed to ensure that providers can deliver affordable, accessible - and crucially, sustainable - early care and education. If the government is truly committed to helping families recover from the impact of Covid-19, it must ensure that this includes helping parents of babies and young children to access the services and support they need.” The Petitions Committee oversees petitions submitted to Parliament and has the power to press for action from the government.

Duchess of Cambridge visits UCL childhood research centre The Duchess of Cambridge has visited UCL’s Centre for Longitudinal Studies to learn about the organisation’s ‘Children of the 2020s Study’. The research project will follow more than 8,000 children born in April, May and June 2021, looking at their early development, health, home learning and early education. It will also use data from the Teacher Tapp app to assess the impact of early education and care. Speaking ahead of her visit, the Duchess said: “Our early childhoods shape our adult lives and knowing more about what impacts this critical time is fundamental to understanding what we as a society can do to improve our future health and happiness. “The landmark ‘Children of the 2020s’ study will illustrate the importance of the first five years and provide insights into the most critical aspects of early

childhood, as well as the factors which support or hinder positive lifelong outcomes. I am committed to supporting greater in-depth research in this vital area and I’m delighted to be meeting all those behind the study at this early stage.” During her visit, the Duchess viewed archive materials from historic research on the early years, including a ‘birth questionnaire’ of new mothers in 1958, which tracked pregnant women’s smoking habits and allowed them to track its impact on baby birth weight and later negative consequences. Professor Pasco Fearon said: “We share with Her Royal Highness a commitment to improving children’s development and life chances through high quality research and good early years policy and we believe the Children of the 2020s Study will play

“I am committed to supporting greater research in this vital area.”

a really important part of that for this next generation of children.” Earlier this year, the Duchess launched the Royal Foundation Centre for Early Childhood, aiming to raise awareness of the importance of the early years. She also spoke with Dr Jill Biden, first lady of the United States, about early education at a roundtable event during the G7 summit in Cornwall. Credit: UCL

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Alliance criticises reports of ratio rule change Reports that the government is planning to increase the number of children each adult can look after in a childcare setting have been criticised by the Alliance. On 2 October, the Telegraph reported that the rules were due to be “relaxed” in order to lower costs for parents. The report said: “Officials are looking at changing the rules so one staff member can supervise more children than is currently allowed. Education sources argued that allowing childcare workers to watch larger groups of children would force down the amount parents have to pay.” The Department for Education would not comment on speculation in the Telegraph but said that any changes to ratios would be subject to consultation with the sector and reiterated that the

number of childcare places offered by providers remains stable, with no significant numbers of parents unable to secure a place since early years settings reopened to all parents in June 2020. This is not the first time a relaxation of ratios has been suggested as a cost-cutting measure. In 2013, plans by the Coalition government were blocked by the then deputy Prime Minister Nick Clegg following the Alliance’s successful Rewind on Ratios campaign. Neil Leitch, chief executive of the Alliance, commented: “We are dismayed by reports that the government plans to relax childcare ratios, and will fully oppose any attempts to do so. Let’s be clear: if the government does attempt to relax ratios, it won’t because they want to

help providers or parents. It will because ministers see doing so as a shortcut to fixing the childcare crisis that they created without having to actually invest in the early years sector. “Existing adult-child ratios in early years settings are there for a reason: they safeguard young children’s safety and wellbeing and ensure that they get the best possible care and education. For the government to even consider making such a change would speak volumes about how little they value quality early care and education. “When ministers tried to make this change eight years ago, parents and providers united to oppose it. We hope the government isn’t planning to make the same mistake twice.”

Social Market Foundation warns of potential “baby shortage” Falling fertility rates could leave the UK with fewer workers and a weaker economy, the thinktank Social Market Foundation has warned. The thinktank says that total fertility rate – or average number of children per woman – was 1.58 in England and Wales in 2020. In Scotland the rate was 1.29. This means that, depending on immigration and life expectancy trends, the UK could see its population shrink in the 21st century, leaving the country with a shortage of working-age adults. The Social Market Foundation has suggested steps to mitigate this issue, including greater parental leave and cheaper childcare. Its report argues that the high cost of childcare in the UK “might meant that there is more scope for the government to influence birth rates through childcare policy in the UK than in other parts of the world”. Aveek Bhattacharya, chief economist at the Social Market Foundation, commented: “Many other liberal democracies are exploring the use of policies like cash payments to parents, more generous parental leave and cheaper childcare to make it easier for those that want children to have them. Here in the UK we should consider the

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merit of these policies– not least because they would bring many other benefits to parents, children and wider society.” Neil Leitch, chief executive of the Alliance, commented: “It is utterly shameful that so many parents are having to choose to have less children – or none at all – because childcare costs in this country are so unaffordable. Worse still, the situation is now so bad that we’re seeing a worrying decline in birth rates as a result. “There should be no doubt that this is the consequence of a complete failure of government policy. Nurseries, pre-schools and childminders have been grossly underfunded for years, leaving them with

no choice but to increase fees for parents, or be forced out of business. “The private government documents we uncovered through our two-year Freedom of Information battle proved that the government knew that this would happen when they rolled out the 30-hour policy, and that they have been underfunding the early years sector for years, knowing that it would be parents and providers who paid the price. “It’s not too late for the government to reverse the concerning trends that the SMF has identified, and recognise that adequately funding our childcare and early education system is one of the wisest investments it can make.”

PARTNERSHIP

Alliance partners with Hope Education The Alliance has partnered with Hope Education to bring an exclusive discount to all our members

he Alliance is proud to announce a new partnership with early education supplier Hope Education, entitling all our members to 10% off all orders with Hope – as well as 20% off their first order. To access your discount, simply log in to the Members’ Area of our website at portal. eyalliance.org.uk to find the exclusive code. To celebrate the announcement, Hope Education offered Alliance members a chance to win one of three great prizes in our ‘Outdoors in Harvest Time’ competition, which saw Alliance members share pictures of outdoor activities they had enjoyed in the autumn season. The winners of the fantastic prizes – including a Mobile Green House (worth

£419.99), one of two gardening bundles (worth £208 each) and one of two outdoor art bundles (worth £60 each) – will be announced in the coming weeks. The competition closes on 5 November at 5pm. Thank you to everyone who has already entered – we look forward to revealing the winning entries very soon! Announcing the competition, Neil Leitch, chief executive of the Alliance, commented: “We are delighted to be able to announce this exciting new partnership by offering members not only an exclusive discount, but also the opportunity to win some fantastic prizes from Hope Education.” Chris Mahady, CEO of Hope Education, commented on the partnership: “On behalf of

everyone at Hope Education, I am thrilled to have formed a new partnership with the Early Years Alliance. Together, we will champion the early years sector, support providers, offer advice and provide high quality affordable resources to all members.” Hope Education is a leading supplier of resources for early years settings. It is constantly developing award-winning resource that are inspired, tested and loved by practitioners and designed to create purposeful invitations to play. From resources for babies, outdoor learning and role play, right through to furniture and everyday essentials, they have everything an early years setting needs, tested to the highest standards.

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Charitable collection

Children at Buttercups Nursery in Buckinghamshire have collected food to support loca l charity One Can Trust as part of their harvest festival celebrat ions. The children had been keen to help so setting manager Sam got in touch with the charity to organise the collection. The Trust operates a food bank in the area, with requests for parcels tripling after the start of the first coronavirus lockdown last yea r.

for gh station set up a dou x se us ere S w in ool gh. They ison Pre-sch own playdou r ei th Staff at Alfr g in lp mak ns to he have a go at suring spoo children to ps and mea cu , es manager at al , ly sc ghing urants. Sal lo co l offered wei ra tu up d na n and ended ur, water an so much fu d ha as well as flo n re child !” said: “The ch of dough the setting, r perfect bat ei th in e t prid taking grea

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Macmillan fundraise

Coffee and cake

e also hosted a coffe ol in Peterborough s Eyrescroft Pre-scho lie Cancer. Fami ney for Macmillan morning to raise mo team for a coffee the g nin ting cakes, joi supported by dona s also grateful to ns. The setting wa The or making donatio local Tesco store. of cakes from their e receive a donation Su r ge arity. Mana than £120 for the ch team raised more ft Pre-school have cro res Ey ny of us at commented: “As ma it is a charity that is ncer in some way, been affected by ca arts.” very close to our he

Children at Jellybab ies Nursery and Pre -school in Rednal raised a total of £84.5 0 for Macmillan Canc er at their coffee morning in Se ptember. The setting sold drinks, cakes and toast to fam ilies, welcoming guest s from their community to join the m. The children also spent some time learning about Macmillan nurses an d their work. Manager Jacqueline said: “It was a lovely atmosphere and great to see all ages from seven weeks to 84 years-old coming together for such a worthy cause. ”

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

Another rewind on ratios? At the start of October, The Telegraph reported that the government was considering relaxing early years ratios - how did we get back here again?

“C

hildcare rules will be relaxed to lower costs for parents,” the Telegraph reported on 2 October. The article went on to claim that relaxing early years ratios could reduce the cost of childcare for families, quoting the Institute of Economic Affairs’ Professor Len Shackleton, who said: “We’ve got the most expensive childcare in Europe. We need some fundamental rethinking of childcare. And yes, part of this is to cut down on these types of rules.” A few days later, the Department for Education told Under 5 that while it could not comment on media speculation, any changes to early years ratios would have to be subject to consultation with the sector and reiterated that the number of early years places offered by providers currently remains stable, with no significant reports of a childcare shortage since early years providers were able to reopen to all families in June 2020. For many of those in the sector, this latest speculation will feel very familiar. In January 2013, the government announced similar plans to relax staff-to-child ratios in early years settings and for childminders in England.

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Under the proposed changes announced back then, the early years sector would have the maximum number of children cared for by setting staff increase by: up to six two-year-olds, up from the current limit of four in group settings up to four babies under 12 months, up from the current limit of three in group settings up to to four children under five and two babies under 12 months for childminders, up from the current limit of up to three children under five and one under 12 months The then-education and childcare minister Liz Truss commented at the time: “Parents want a choice of quality home based care, quality nursery care or a combination of the two. More flexibility is required. I have met with a childminding couple in Thetford who felt the ratios were so restrictive that even if they ran out of milk and needed to pop to the shop for 30 minutes, the children had to go with them as to leave any behind would have exceeded the adult/child ratios.

“A nursery in Emneth was keen to work with childminders to provide a support service, particularly in rural areas like south west Norfolk, but this system was not in place. Our proposals for overhauling childcare qualifications, having early years teachers and childminding agencies, introducing more flexibility underpinned by a robust inspection regime, will provide this.” The sector’s reaction to the proposals was clear – more than 11,500 providers and parents signed the Alliance’s Rewind on Ratios petition; a survey by the National Children’s Bureau found that 95% of respondents were concerned about the plans; and a survey of childminders by the Institute for Public Policy Research found that 68% thought the plans posed a safety risk to children while 93% said it would have no impact on cost to parents. The plans were eventually scrapped in June 2013 after then Deputy Prime Minister Nick Clegg intervened. He said: “The proposals to increase ratios were put out to consultation and were roundly criticised by parents, providers and experts alike. Most importantly, there is no real evidence that increasing ratios will reduce the cost of childcare for families.

NEWS FEATURE

The argument that this will help families with their weekly childcare bill does simply not stack up. I cannot ask parents to accept such a controversial change with no real guarantee that it will save them money – in fact it could cost them more.” Of course there have been many political changes since June 2013, with the coalition no longer in government and the early years sector having seen the launch of the 30 hours childcare policy, tax-free childcare and numerous changes during the Covid-19 pandemic. Yet the sector’s reaction to the latest mention of a potential relaxation of early years ratios remains clear. The Alliance was inundated with comments on social media after the Telegraph report was shared: “Relaxing ratios is a ridiculous way forward. Childcare providers will be putting themselves and their staff at risk. Small providers will not benefit from this and staff will be put under pressure.” “This is not just about quality (although very important). It’s impractical, actually impossible for one person to care for five under twos!”

With such strong opposition to the rumoured plans, it is clear that any official change to government policy on this would not be widely welcomed by the sector. Yet with the latest Spending Review presenting providers with increased challenges with a significant uplift on the National Minimum and Living Wages, we will be keeping a close eye on how the government decides to proceed from here. One thing, however, is very clear having already opposed suggestions of relaxed ratios once, the Alliance stand ready to oppose these plans again.

Alliance chief executive Neil commented on the reports in The Telegraph: “Existing adult:child ratios are there for a reason: they safeguard young children’s safety and wellbeing and ensure that they get the best possible care and education. For the government to even consider making such a change would speak volumes about how little they value quality care and education. When ministers tried to make this change eight years ago, parents and providers united to oppose it. We hope the government isn’t planning to make the same mistake twice.”

“Well, I won’t be reducing my ratios! Adult:child interaction is of huge importance - research shows that good interactions between adults and children make a big difference to how well communication and language skills develop!” “The only thing this will affect is the quality of care safeguarding problems by changing ratios!”

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Making neuro-musical fireworks

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Boogie Mites explains the effects of music on young children’s developing brains

n the mid 1990s, the invention of EEG caps and PET and fMRI scanners gave neuroscientists the ability to monitor live brain activity for the first time. This allowed researchers to look at how different activities stimulate different parts of the brain. In most cases, this was shown as a flicker of lights in one or two specific areas of the brain. However, researchers were amazed at how the brains of those taking part in musical activities lit up like fireworks going off across the whole brain. Neuroscientists were excited about these early findings and during the decade 20002010, they conducted bigger studies that suggested that musician’s brains worked faster, more accurately and efficiently. They also studied groups of children with results suggesting that the earlier the musical activities started, the better. Musical ability was also linked to language processing, which led to more studies with children as young as threeyears-old starting in 2010.

Neural pathways Studies on children aged three-and four-yearsold show us that in order for the brain to process the component parts of language, a huge number of messages need to fire around the brain, using the same circuit of neural pathways that are developed through regular music practice in the early years. This can include developing melodic and rhythmic awareness through playing with pitch, tempo, dynamics, rhythm and keeping the beat with movement, singing, shaking, tapping and banging activities. The level of synchronisation needed between the auditory, visual and motor cortices of the brain to make sense of the messages both language and music is tied to the motor circuit. The motor circuit is developed through keeping the beat and rhythmic awareness activities

promoted through music practice. This finding indicates a fundamental impact on early years learning for pre-literacy skills.

Learning language through music The findings of a research study by Dr Nina Kraus at Northwestern University, Illinois, has discovered biological evidence linking music, rhythmic abilities and language skills – specifically linking the ability to keep a beat with the neural encoding of speech sounds. This demonstrates that accurate beat-keeping involves synchronisation between the parts of the brain responsible for hearing as well as movement. Dr Kraus says: “Rhythm is an integral part of both music and language and the rhythm of spoken language is a crucial cue to understanding. It may be that musical training – with its emphasis on rhythmic skills – can exercise the auditory system, leading to less neural jitter and stronger sound-to-meaning associations that are so essential to learning to read.” So when you and your children are next marching to a beat or banging a box with a wooden spoon along to a piece of music or traditional nursery rhyme, remember that you are developing the key skills needed for language and literacy and setting fireworks off in children’s brains – as well as having fun of course!

Neuro fireworks Neuroscientists call the neural network connecting the auditory, visual and motor cortices of the brain the ‘super sense’. We take information from many sources and this ‘super sense’ network is most developed in children who have been practising music regularly for several years. There is also evidence of links

between music practice and other neural networks in the brain – this explains the ‘fireworks’ effect reported in early findings. All of the following brain networks are connected to the three main cortices of the brain and are all seen to be activated by music practice: super sense network – making sense of language reward network – giving a sense of achievement, reinforcing positive learning experiences cognitive network – figuring out how to do things, the steps or process perceptual network – predicting what comes next cognition network – figuring out what it all means, what we like and do not like network – mood, resilience, emotions, empathy

The musicians’ advantage Neuroscientists talk about a ‘musicians’ advantage’, as music practice helps develop neural networks across the whole brain. Brain development educator, researcher and writer Dr Anita Collins has written a book, The Music Advantage, on this topic, describing what she has learnt about how music has the ability to grow, change and repair our brains. Dr Collins is delighted to be partnering with Boogie Mites on their musical programmes going forward.

Find out more For more information about Boogie Mites’ music programmes and partnerships, contact sue@boogimites.co.uk or visit www.boogiemites.co.uk.

Outstanding success After Ofsted resumed early years inspection earlier this year, here’s how Stepping Stones Pre-school in Wisbech, Cambridgeshire, setting scored an ‘outstanding’ outcome

fter an extended pause during the Covid-19 pandemic, Ofsted resumed early years inspections on 4 May 2021. Stepping Stones Nursery in Wisbech, Cambridgeshire, was inspected the following month – here’s how they managed to ace their first inspection since the start of the Covid-19 outbreak…

Getting ready On the day before the inspection, the setting received a call from Ofsted. “We had a very good chat the day before,” Sadie Knowles, manager at the setting, explains. On the phone she talked the inspector through a bit of background of the setting – which has been running independently on a school site since the early 1970s, offering places for local families. They currently have 22 children on roll, mainly serving the local rural area, with a total of six members of staff. With Covid-19 safety measures still in place, the inspector contacted parents via email the evening before instead of meeting them face-to-face. “Before [the inspector] had even arrived on the day of the inspection she already had 12 emails form parents and

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not one of them had anything bad to say,” Sadie says. They had responses from both newer families and those that had been with the setting for a number of years, sending several children there.

Ready to go On the day itself, Sadie explained to the inspector what a normal day would look like in the setting. “She said she was happy to work with us,” Sadie explains. “She was happy to become almost part of the team for the day.” She adds that the inspector was clear that her main focus was trying to understand what it would be like to be a child attending the setting.

The Learning Walk “The Learning Walk was a major part of the inspection,” Sadie explains, which she says took around two hours from start to finish, although separated into separate steps – some before and some after the children arrived. “Throughout the day [..], she really wanted to know why we had made the decisions that we had,” Sadie says. “There was a lot about reflection: why did we decide that we wanted our art area to look like that? Why did we

decide to have an investigation station outside? What was the reasoning behind it all?” Sadie says the inspector was also interested in the setting’s plans going forward. “We are quite an established group,” she explains “But it was all about not sitting still and what the future holds for us.” The inspector asked member of the team where they planned to take their activities going forward, inspecting all staff members through various points throughout the day. “It was definitely about knowing the children, knowing why they were doing these activities and also making sure they had an end goal or long-term plan for those children.” While the team had offered the inspector a separate space to take her lunch break, Sadie explains that she chose instead to eat with the children. “She was chatting to them, asking them questions about what they enjoy doing at pre-school and what they favourite things were,” Sadie says. “It was a very child-centred inspection!”

In-depth discussions Sadie then had a thorough meeting with the inspector, lasting around an hour and a half.

OFSTED

“She didn’t really want to see any evidence of paperwork [...] actually it was more about the knowledge that I had, my vision for the future and how we work as a team.” The inspector had also asked all the staff similar questions to get a full picture of the setting’s approach and the team were happy to share their planned work, alongside their in-the-moment, child-led focus. “She was very interested in the children and their families,” Sadie says. “She really wanted to know that we understood our cohort and the challenges that they faced – particularly in the past year.”

Pandemic lessons Like all settings, Stepping Stones faced significant challenges at the start of lockdown in March 2020, with several vulnerable staff members unable to attend the setting and many families still needing support. “The pandemic for all of us – staff, families and children – has been a massive struggle,” Sadie explains. While she had dealt with most communications to parents herself before the pandemic, they found a new approach in having children’s key persons contact each

family themselves. The setting staff had also moved some displays outside the setting to a space where families could see them when picking up and dropping off children, with a focus on communication and language in their current display – something many children have been struggling with after the pandemic. This was something the inspector picked up on. Sadie says: “She was pleased because she obviously understands that this was a current issue for us.” Instead of leaving Sadie on the phone all day, members of her team decided to step up their contact with families so that they could share the workload, while also getting a chance to stay in touch with their key children. “It had a massive impact on their bond with their families,” Sadie explains. The conversations, pictures sent back and forth, and activities sent home helped maintain relationships throughout.

Looking ahead Moving forward, the setting is going to keep some of these new ideas going, with staff still making up learning bags – Ziploc bags filled with activity ideas to be sent

home – to help reinforce learning outside of the setting. “We’re carrying on with that because it was such a valuable link with our parents,” Sadie explains. With the setting having achieved its goal of getting an ‘outstanding’ outcome, it is now looking to build on its success with these and keeping direct contact between key persons and families going. “They want to do it,” Sadie says. “It really gives them ownership over their achievements with those children.” The team is also now looking forward to its first trip in 18 months, with the children due to visit Father Christmas later this term. “I want to thank my staff for being so amazing – I truly couldn’t do this job without such a good team, especially my deputy Shona,” Sadie says. The team are also maintaining a focus on social skills after the pandemic. “That’s something that the children have found very difficult this year,” Sadie says. “I do hope that inspections this year are focused on the mental health and wellbeing support that settings are giving to families and children this year.”

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ACTIVITY

Keeping it real Melanie Pilcher, quality and standards manager at the Alliance, shares some homemade ideas for a more sustainable festive season

here is nothing more joyful than sharing the delight that children experience during the festive season – whether celebrating Christmas, Hanukkah (Chanukah) or one of the many other winter festivals, there are similarities that unite communities. Families and friends come together to exchange gifts, homes are decorated with colours and shops and streets are festooned with lights. There is certainly something magical in the air that spreads cheer and goodwill at this time of year. Making cards, gifts and decorations with the children can seem like a great way to have some festive fun, until, with glitter in your hair (glitter everywhere!), PVA glue on your clothes and over-excited youngsters on your hands, it all starts to get a little bit frantic. Somewhere amongst the good intentions and glitter, opportunities for quality family time, fun, learning and development can be missed and the whole thing becomes quite stressful. Of course, this is a bit of a cynical view, and festive preparations can be great fun, but it is a good reminder that the festive season is about much more than presents, glitter and glitz. Natural materials are in abundance at this time of year, and cost nothing. By all means, trim your creations with festive sparkle, but let your natural materials be the focus. This time of year also reminds us to share and begin to recognise and value the differences and similarities of our diverse communities. It’s also a time to create new traditions – such as decorating an outdoor

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festive tree or reaching out to give something back to the community.

Decorate a tree outdoors Nature is the best and most reliable art supplier you could ask for, even during the winter months. If you are lucky enough to have a woodland nearby, or a tree in your outdoor area, let your little ones select a tree they would like to decorate for the birds and wild animals. Low branches can be hung with homemade fat-balls – look online for wildlife-friendly recipes first. Make garlands from monkey nuts and biodegradable string such as gardener’s jute (strong, fibrous thread) or twine for squirrels and birds. Encourage children to find small twigs that can be bound together to make a star – it’s a great problem solving activity for children to enjoy together or with your help, as they select appropriate materials, discuss measurements and decide how to join the pieces together (twine or jute again). Not everything has to be prepared indoors first. As with all outdoor activities, children will relish the opportunity to find interesting items such as acorn shells, crispy leaves or pinecones that will make unique ornaments to add to their chosen tree.

Fir cone ornaments Find the fir cones together while on a winter walk. These can then be turned into a quirky robin, an owl or a hedgehog with the addition of some felt pieces and wobbly eyes. Dip the

fir cones in green paint and create a stand with plasticine or playdough to make your own Christmas tree. Let children decorate each one in their own unique way with buttons or beads. Provide the items they’ll need – glue, paint and felt shapes – but let them decide for themselves what their fir cone should end up as. Not only is this activity good for your little one to practice hand movement skills, but you’ll also end up with decorations unique to your child which can be treasured into future years.

Recycled reindeer Combine natural materials with some junk modelling resources to make reindeers. A cardboard tube painted brown or covered with paper and twigs or pipe cleaners attached for antlers is all you need. The addition of a shaped piece of felt for a face, eyes and red nose will finish it off nicely. Again, do not worry about the end product being technically correct. Let your child experiment and interpret it any way they want to – that’s where the characteristics of playing, exploring and having fun are encouraged.

Pine tree ornaments Any outlet selling real Christmas trees is likely to have branch or trunk off-cuts. Ask if you can collect a bag for making pine tree ornaments. Making them with cinnamon sticks is a nice idea, but any twigs will do. If you use cinnamon and real pine, they will smell divine and if you do not include man-made materials they can also be hung on your outdoor tree.

OPINION

How do we ensure that we really include every child? Juliette Moran, business manager at the Alliance, shares her thoughts on inclusivity in the early years

o we believe that every child is unique? In the early years – and hopefully in the wider educational environment – we’re very used to the mantra “every child is a unique child”. As educators, we try to ensure that we plan for children’s development and are clear on the direction we want to steer their education in. There is non-statutory guidance that supports our work and suggests what typical development looks like. But what happens if a child doesn’t ‘present’ as typical? In a world that changes so fast, how do we ensure those children that think and react differently to expected norms, are supported and comforted and guided through this noisy, ever-changing and, at times, inconsiderate society? Are we inclusive of all areas of that child’s life? Do we fully involve parents in their child’s learning and development, or do you think they still feel isolated at a time when they may have concerns about their child? We are social beasts and we thrive on human contact and interaction. But some of us don’t and that makes it hard to fit in.

Who fits in? But if we believe that every child is unique, why should we expect them to fit in? Do we help parents navigate their child’s world or do we try to put their child’s milestones in boxes or record them against a predetermined

‘ticklist’ of achievements? Does working in this way really help us to understand the unique child? Is it really easier for us to work in this way so we can explain to parents “where their child is at”? The revised EYFS and the nonstatutory guidance Birth to Five Matters and Development Matters offer a huge opportunity for us to move away from ‘tracking’ children and focusing instead on celebrating their uniqueness. There are conversations now happening around cultural capital and what each child’s unique experience brings to our setting and how it can be used to boost the knowledge and experience of everyone – including both children and staff.

Celebrating differences

activity? Do we allow our children with more sensitive needs the time to try and explain why they feel the way that they do rather than trying to work it out for ourselves? With the Covid-19 pandemic having separated us from daily interaction with parents, do we still ensure that the whole family is supported?

Making real change Here’s the thing: if we truly believe that every child is unique why don’t we celebrate every child’s uniqueness and their cultural capital? Why don’t we hold open days or parents evening to explain to parents what we do to be fully inclusive? It may not matter so much to those parents who have children that present with typical development, but it could mean the world to those parents whose children are at the beginning of their SEND journey, in the process of diagnosis or at the end of it. It could mean the world to a parent, who is trying so hard to cope with the unexpected, to know that the setting their child is in cares as much about nurturing relationships in the wider society for the ‘grown ups’, as they do for their child’s development.

“Every child is a unique child, who is constantly learning and can be resilient, capable, confident and self-assured.” EYFS, 2021

So why don’t we make more of the opportunities that every child brings with them? Do we make the setting quieter and explain that not all of us like noise? Do we change the way we display things to make it more welcoming for them? Do we have a board for busy minds and a board for quieter minds that show a super focus on a particular

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Focus on food safety The Food Standards Agency has shared two new posters on food safety in the early years. Here’s some advice on how you can help keep children safe

he EYFS Framework requires early years providers to take all the necessary steps to keep children safe and well. Providers must be confident that those responsible for preparing and handling food in your setting are competent to do so. Tragically, every month a child in the UK dies from choking and hundreds more require hospital treatment. This can happen very quickly and can happen to anyone. Babies and young children’s immune systems are also not as strong as adults, which leaves them vulnerable to infections which can lead to food poisoning. It is therefore very important to take extra care with hygiene and food safety.

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What the EYFS says Staffing arrangements must meet the needs of all children and ensure their safety. You must ensure that children are adequately supervised, including while eating. Before a child is admitted to the setting, you must obtain information about any special dietary requirements, preferences and food allergies that the child has, and any special health requirements. There must be an area which is adequately equipped to provide healthy meals, snacks and drinks for children as necessary. There must be suitable facilities for the hygienic preparation of food for children, including suitable sterilisation equipment for babies’

food, if necessary. In a group provision, all staff involved in preparing and handling food must receive training in food hygiene.

How to reduce the risk of choking for children age five and under When preparing food: remove any stones and pips from fruit before serving cut small round foods, like grapes, strawberries and cherry tomatoes, lengthways and into quarters cut large fruits like melon, and hard fruit

SAFETY

or vegetables like raw apple and carrot into slices instead of small chunks do not offer raisins as a snack to children under 12 months – although these can be chopped up as part of a meal soften hard fruit and vegetables (such as carrot and apple) and remove the skins when first given to babies from around six months sausages should be avoided due to their high salt content, but if offered to children these should be cut into thin strips rather than chunks and remove the skins remove bones from meat or fish do not give whole nuts to children under five years old do not give whole seeds to children under five years old

When offering dairy alternatives to cow’s milk: Unsweetened calcium-fortified, plantbased drinks (such as soya, oat and almond drinks) should be avoided before 12 months; however, small amounts can be used in cooking. These drinks can be given from 12 months as part of a healthy balanced diet.

R aw eggs, or food containing partially cooked eggs, such as uncooked cake mixture and runny boiled eggs (unless they have the red lion stamp or you see the words: “British Lion quality”).

Do not give children under five any ricebased drinks, because of the level of arsenic they contain.

F oods high in salt such as: sausages, bacon, crackers, crisps, ready meals and takeaways.

For children under six months Ideally, babies should be introduced to solid foods from around six months of age. If parents or carers have decided to introduce solid foods to their child before six months of age, you will need to work closely with them to ensure a consistent and safe approach. It is important to remember that there are some foods which should not be given before six months of age:

cut cheese into strips rather than chunks cow’s milk do not give popcorn as a snack eggs do not give children marshmallows or jelly cubes from a packet either to eat or as part of messy play activities as they can get stuck in the throat

foods containing wheat or gluten, including wheat, barley and rye (for example bread, pasta)

do not give children hard sweets

nuts, peanuts and peanut products

Infants and young children should be seated safely in a highchair or appropriately-sized low chair while eating. Infants and young children should never be left alone while they are eating and staff should be familiar with paediatric first aid advice for children who are choking.

seeds fish and shellfish if a baby is less than six months old, sterilise water by boiling it first and then letting it cool right down - once a baby is six months old, this is no longer necessary

S ugar – both in sugary snacks and by not adding sugar to food. F oods high in saturated fat such as biscuits, crisps and cakes. F resh pâté (meat, fish or vegetablebased) to reduce the risk of food poisoning. U npasteurised milk, milk drinks and cheese, mould-ripened cheeses and soft blue-veined cheese, to reduce the risk of food poisoning. These cheeses can, however, be used as part of a cooked recipe as listeria is killed by cooking. S hark, swordfish and marlin as the levels of mercury in these fish can affect a child’s developing nervous system. R aw shellfish to reduce the risk of food poisoning, and make sure any shellfish you use is thoroughly cooked. R aw jelly cubes – these are a choking hazard.

Honey occasionally contains bacteria which can make children unwell so should not be given to children before they are 12 months old.

Although it is recommended that providers offer children oily fish at least once every three weeks, it should not be offered more than twice a week as it can contain low levels of pollutants.

Foods to avoid up to five years

Find out more

Food and drinks to avoid Provide only fresh tap water and plain milk for children to drink. Fruit juice, smoothies, squash, fizzy drinks and flavoured milk, even when diluted, contain lots of sugar and can cause tooth decay. Diet or reduced-sugar drinks are not recommended for babies and toddlers either. For older children, these drinks can fill children up so they’re not hungry for healthier food.

peanuts and seeds should not be given to children under five years old as they pose a choking risk.

N uts, especially peanuts, can cause severe allergic reactions in some children and all settings should have an allergy plan in place. Whole nuts,

To download the two new posters on food safety in the early years, visit bit.ly/ FoodSafetyEYA.

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Have a happy, wholesome holiday After another difficult year for early years providers and families alike, we share some low-cost ideas for celebrating the festive season

he festive season is often associated with piles of presents, extravagant parties, indulgent food and generally lots of expense. While no one would begrudge children all the joy this time of year can bring, we know that all excesses of the season are not always

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welcomed by families and providers – and this will be particularly true this year after many difficult months of Covid-19 restrictions putting a strain on incomes. To help you keep hold of your festive spirit in these difficult times, we’ve shared some more wholesome ideas for less

commercial approach to this special time of year…

Homemade decorations Rather than buying any new items to decorate your setting, why not make your own? Children can help make simple

ACTIVITIES

paper chains, decorate baubles and make colourful cards to display. These items can also be taken home to share with parents at the end of term or before you close for the festive period.

Start a board game library Board games are often popular with families at this time of year but can be expensive and often aren’t inclusive of young children. To help keep children entertained over the festive season, you could start your own ‘library’ of games and puzzles. Families can add their own to swap out with new ones to take home with them. Remember to check that any items donated are suitable for the children at this age group and remind parents to supervise where necessary.

restrictions. Now is a great time to reconnect or find a nearby home to partner with. To help keep everyone safe, children can make cards and drawings to send or you could even organise an online carol concert for everyone to enjoy remotely.

Go on a festive scavenger hunt For a free activity, take the children on a short walk around your neighbourhood with a list of festive items to look out for. You’ll only need some paper and pens to note down the items as children spot them.

Random acts of kindness are small tasks that anyone can do to help bring a smile to someone’s face.

Random acts of kindness Random acts of kindness are small, simple tasks that anyone can complete to help bring a smile to someone’s face – for no other reason than simply being nice! You could write suggested activities on cards for children to pull from a jar, hand them on a Christmas tree, or shuffle them like a deck of cards to help randomly select your kind acts. Your ‘acts of kindness’ could include:

They could try looking out for: coloured lights robins Christmas trees in windows nativity scenes stars mistletoe holly icicles

Make a healthy pizza picking up some pieces of litter from your local park smiling at passers-by or saying ‘hello’ saying ‘thank you’ to someone in your setting – it could be a member of staff, your delivery driver or cleaner putting some food out for birds in your outdoor space

Contact your local care home While many providers were in regular contact with nearby care homes, it’s possible that some will have lost touch during the pandemic and all its added

items to drop off at your local foodbank or shelter at the end of the calendar. Check your local foodbank’s website before you start so you know where to take your donations and which items they need. Depending on when they are open, you may need to start your calendar a little early so that you are ready a week or two before Christmas.

Pizza doesn’t have to be an unhealthy takeaway treat – try making your own for a fun activity and healthy meal. Make your own dough using wholemeal flour and offer children lots of fresh veg to top it with. If you like, you can even roll the dough into a festive shape such as a Christmas tree or snowman, with spinach, peppers, pitted olives and tomatoes to use as decorations on top.

Try a reverse advent calendar Instead of offering daily chocolates or small toys, the reverse advent calendar counts down to Christmas with daily donations of small items like food and personal products. The aim is to have a box worth of

Fundraise while you shop

To raise a little more festive cheer, there’s an easy way to boost your setting’s funds by using easyfundraising whenever shopping online. As many families will be ordering gifts at this time of year, now is a great time to sign up or remind them of the offer. They simply need to use the easyfundraising website or app before they shop online – retailers will then send a free donation to your setting at no additional cost to them or you, so even their festive shopping can so some good. For more information, visit easyfundraising.org.uk/early-yearsalliance.

See the lights Organise a short walk around your local area to see all the best festive lights displayed. This can be a great outdoor activity, bringing parents together and getting a bit of light exercise together. Even if your local area does not have much of a display, there is likely to be homes nearby that have made a special effort. Speak to families and staff about any good displays they have seen to work out the best route to take. Remember to follow any local Covid-19 restrictions that may be in place with any gatherings and to be mindful of the extra risks when children are out in the dark, using high-vis clothing and lights where needed.

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How to have an EYFS-inspired festive season Melanie Pilcher, quality and standards manager at the Alliance, shares ideas for celebrating the festive season in the early years

ith so many special events held at the end of the year, December can be a little overwhelming for young children. Families are distracted by shopping and preparing for the ‘big day’. Homes are festooned with fairy lights and tinsel. There is talk of a stranger sneaking into homes… and to top it all your parents suddenly decide to bring a tree into the house! The familiar environment of your early years setting may also be transformed. Routines change, your key person is wearing glitter in their hair, and everyone is suddenly preoccupied with whether you have been good or bad this year? It’s all a bit much really and it must feel like every adult in your world has been affected by this thing called Christmas! Even so, despite the festive mania – there

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is no nicer place to be than in an early years setting in December. Yes, it’s hard work and the to-do list of cards, calendars, play rehearsals, displays, and handmade presents is endless, but it is a magical time and those of us who experience it afresh each year through the eyes of a child are truly privileged.

Quality over quantity With so much happening in December it can be easy for the curriculum to get lost. Activity plans often prioritise product over process and focus on tried and tested fun activities that are all about the implementation but with very little evidence of intent or impact. Sometimes the frantic pace and paraphernalia that accompanies festive celebrations can detract from any possible meaningful learning.

This year when you are considering your seasonal celebrations, slow things down and focus on the rich learning opportunities that can be found in an old favourite poem.

A visit form St Nicholas Originally called A visit from St Nicholas, but now reproduced in many children’s books as ‘Twas the night before Christmas, this enduringly popular poem has much to offer across the seven areas of learning and development. Despite being nearly 200 years old, it remains a firm favourite with families today. In this one poem, educators can find many activities and experiences that will enhance their educational programmes, whatever the intent for a particular child, or group of children…

ACTIVITY CORNER

‘Twas the night before Christmas, when

all through the house

Not a creature was stirring, not even a mous

And then, in a twinkling, I heard on the roof The prancing and pawing of each little hoof.

The stockings were hung by the chimney

with care,

In hopes that St. Nicholas soon would be

As I drew in my head, and was turning aroun

there;

Down the chimney St. Nicholas came with

The children were nestled all snug in their While visions of sugar-plums danced in

beds;

their heads;

And mamma in her ‘kerchief, and I in my

cap,

Had just settled our brains for a long winte When out on the lawn there arose such a

r’s nap,

matter.

Away to the window I flew like a flash, Tore open the shutters and threw up the

sash.

The moon on the breast of the new-fallen Gave a lustre of midday to objects below ,

When what to my wondering eyes did appe But a miniature sleigh and eight tiny reinWith a little old driver so lively and quick

ar,

deer,

His eyes—how they twinkled! his dimples,

how merry!

His cheeks were like roses, his nose like

a cherry!

His droll little mouth was drawn up like a

bow, the snow;

The stump of a pipe he held tight in his teeth

That shook when he laughed, like a bowl

And I laughed when I saw him, in spite of came,

a wreath;

full of jelly. elf,

myself;

A wink of his eye and a twist of his head

d them by name:

On, Comet! on, Cupid! on, Donner and Blitz

his pack.

He was chubby and plump, a right jolly old

“Now, Dasher! now, Dancer! now Prancer a nd Vi

s and soot;

He had a broad face and a little round belly

I knew in a moment he must be St. Nick.

And he whistled, and shouted, and calle

And he looked like a pedler just opening

And the smoke, it encircled his head like

More rapid than eagles his coursers they

And his clothes were all tarnished with ashe

And the beard on his chin was as white as

snow,

a bound.

to his foot,

A bundle of toys he had flung on his back

clatter,

I sprang from my bed to see what was the

He was dressed all in fur, from his head

xen!

en!

Soon gave me to know I had nothing to dread He spoke not a word, but went straight to And filled all the stockings; then turned

;

his work,

with a jerk,

To the top of the porch! to the top of the

wall!

Now dash away! dash away! dash away

And laying his finger aside of his nose,

all!”

As leaves that before the wild hurricane

And giving a nod, up the chimney he rose;

fly,

When they meet with an obstacle, moun

He sprang to his sleigh, to his team gave

a whistle,

t to the sky;

So up to the housetop the coursers they

And away they all flew like the down of a

thistle.

flew

With the sleigh full of toys, and St. Nicho

But I heard him exclaim, ere he drove out

of sight—

las too—

“Happy Christmas to all, and to all a good

night!”

by Clement Clarke Moore

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Personal, social and emotional development There are a whole range of emotions expressed in the verse. There is the comfortable secure feeling of being snuggled in bed, the hope that St Nicholas will come, the merriment and laughter, fear and dread, demonstrating how quickly our emotions can change. Being able to name and recognise different emotions using new words helps children to manage big emotions - particularly, at a time of year when parents will express frustration at their child’s so-called irrational behaviour at a time when everyone is supposed to be full of Christmas cheer!

Physical development Role playing the story within the verse offers a chance to engage children’s muscle groups in different ways. Lying still and pretending to be asleep, before jumping up quickly to the clatter of reindeer hooves (you could use coconut shells to recreate this perhaps?). How many children know how to dash like Dasher, or prance like Prancer? Can you make your belly shake like a bowl full of jelly?

Literacy Every sentence rhymes, which will help children to predict what comes next as they become familiar with the text. Learning to rhyme words helps children to remember familiar songs and poems. The first time they begin to play with speech and newfound vocabulary, is often when they are making silly rhymes. There is plenty of description in the text too: “His cheeks were like roses, his nose like a cherry” is just one example that encourages children to observe and describe as they use the pictures that accompany the text to draw meaning. There are also some very old-fashioned words that can be further explored. Finding out what a ‘sugar-plum’ is, or what ‘shutters’ are, opens

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up plenty of fresh learning opportunities.

Mathematics St Nicholas has a total of eight reindeers. This gives children an opportunity to visualise how they might have lined up to pull the sleigh. Cardboard cut-outs of reindeers can be arranged in different configurations, in pairs, rows, or maybe just one single line. Children could then be encouraged to match them in sizes whilst using spatial reasoning to consider the pros and cons of each. Reindeer antlers also offer plenty of maths possibilities. Male reindeers’ antlers can grow up to 1.4 metres in length and can have as many as 44 points, known as tines. For children who express an interest, antlers can be compared for shape, size and symmetry and the tines counted.

Understanding the world Take children outdoors to look at roof-tops, chimneys and porches. Discuss who has a chimney at home, what a chimney is for and how it works. Always look for the ‘teachable moment’ to expand children’s knowledge of the world around them, for example, why do we not see many reindeer in England? Where do they come from?

Expressive arts and design Create a roof-top scene on a table top. Encourage older children to think about what their roof at home might look like. Is it straw, slate or tile? Provide plenty of natural materials to explore. Alternatively, you could try making your own street scene using recycled cardboard cartons. Every child can recreate their own house complete with house name or number, windows, porch, or chimney. Many supermarkets sell dates and satsumas at this time of year in strong cardboard containers that, with just a little imagination, red paint and the addition of ‘runners’, can become a sleigh, which can then be added to your street scene.

HEALTH

Fighting flu With Covid-19 spreading alongside the flu this winter, here’s why families should consider taking up the offer of a flu vaccine…

very winter sees various illnesses spread rapidly through families and communities and because of the Covid-19 pandemic doctors are especially concerned about it this winter. In addition to Covid-19, the NHS is preparing for coughs, colds, respiratory illnesses and flu that could affect people this winter as they mix more indoors. To prepare, the NHS is encouraging anyone eligible to take up the free flu vaccine being offered this winter.

What is flu? Flu is caused by a virus caused influenza. It can be an unpleasant illness for a toddler, just as it is for an adult. Fever, chills, aches and pains, sore throat and blocked up nose are just some of the symptoms that can make children tired, irritable and miserable for days. Flu can also lead to serious complications such as bronchitis and even pneumonia which need hospital treatment, so GPs will advise parents to protect their children and get them vaccinated.

Who is eligible for the flu vaccine? The flu vaccine is available to all children in the UK who are aged two and three on 31 August of any given year. Younger children may also

be vaccinated if they are at a particularly high risk of catching flu for example, if they have a long-term health condition. The vaccination is also given to children in reception class and all the way through primary school. Doctors advise that all children with longterm health conditions, such as diabetes, heart or lung disease or asthma, should be vaccinated because coming down with flu can be extremely serious and lead to complications. Parents who are unsure whether their child is eligible should speak to their GP for further advice.

Is the flu vaccine safe? The flu vaccine for children in the UK has a good safety record and has helped to stop the disease spreading to families and their local communities. Vaccinating children helps keep others safe – such as younger siblings, grandparents, pregnant mums and people who have long-term serious illnesses. Unlike the adult flu vaccine, the children’s vaccine takes the form of a nasal spray – a single squirt up each nostril. This removes the stress and pain associated with a needle, but it is also quick and, experts believe, more effective than an injection. Taken nasally, the vaccine is quickly absorbed and will work even if your child sneezes or blows their nose straight after.

The type of vaccine your child is given will differ every year because the main flu viruses change. It contains live, but weak, flu viruses that won’t cause your children to be ill but will help them to built up immunity. Toddlers and children up to the age of four will be given the vaccination at their GP surgery, usually by a practice nurse. Slightly older children will have it administered at primary school. Parents who home-educate their children can still get them vaccinated, if they are of the appropriate age, and should seek advice from their doctors’ surgery. A nurse or doctor will usually advise parents to delay the vaccination if their child is poorly with a runny or blocked nose, as this might stop it from being effective. Once they have recovered it will be safe for them to have the vaccine. For some children the nasal vaccine is not suitable because they have other health issues. For example, youngsters won’t be given the nasal vaccine if they are severely allergic to eggs, have severe asthma, a weakened immune system (such as if they are having chemotherapy) or an allergy to any of the ingredients contained in the nasal vaccine. In these cases, the family doctor may advise parents to opt for an injectable flu vaccine instead. As with all medicines, having the flu vaccine may cause side effects. The most common ones are a runny or blocked nose, headache, tiredness or loss of appetite. In extreme cases, a child may suffer a severe reaction called anaphylaxis, which can be treated with adrenaline. The doctor or nurse administering the vaccine will be trained to spot any adverse reactions. The vaccine is most effective before flu season starts in December. If any of your families haven’t been offered it yet and want it, then ask them to contact their GP to discuss getting their child vaccinated.

Find out more For more information on the flu vaccine visit bit.ly/NHSfluVaccine.

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LAW-CALL

Covid-19 sick leave update The team at Law-Call, a 24-hour legal helpline available to Alliance members, explains the latest guidance on sick leave and Covid-19

hile many restrictions have lifted in recent months, the effects of Covid-19 are still unfortunately something that all workplaces must continue to grapple with. In recent weeks we have received many queries about what early years providers can do in the current circumstances. The existing rules on Statutory Sick Pay (SSP) still apply in terms of employee eligibility but they have been modified to stretch the definition of ‘absence from work’ so that it includes time off for self-isolation, as well as sickness. The following categories of people are currently entitled to SSP under the amended SSP regulations: anyone self-isolating for the mandatory 10-day period with Covid-19 symptoms anyone self-isolating for the mandatory 10-day period due to living with or being in a “support bubble” with someone who has symptoms or tested positive for Covid-19 anyone who has been officially notified that they should self-isolate under the NHS Test and Trace service and is not able to work remotely anyone (unable to work from home) who has received written notification that they will be undergoing a medical procedure in hospital and have been advised to selfisolate for a period of up to 14 days before their admission At the time of writing individuals who have had close contact with someone who has tested positive will not be legally required to self-isolate if any of the following apply: they are fully vaccinated they are below the age of 18

they are part of an approved Covid-19 vaccine trial or they are not able to get vaccinated for medical reasons Instead, these people will be advised to take a PCR test as soon as possible. It should be noted at this point that settings are able to prescribe within their Covid-19 policy the requirement for staff to undertake a PCR test before they attend work. We consider that this would be a reasonable management request. Settings should also refer to the government guidance ‘Actions for early years and childcare providers during the Covid-19 pandemic’. Bear in mind that an employee will not fall within the criteria above if their child has been sent home from school due to a child or teacher having a confirmed case of Covid-19. In these circumstances, other matters may also need to be considered such as unpaid emergency dependent leave. Importantly, if an employee has been lawfully instructed to self-isolate according to the government criteria, they are legally obliged to tell you. They must do so as soon as reasonably practicable, and before they are next due into work within any compulsory isolation period. Employees breaching selfisolation requirements may also be committing a criminal offence. If you are aware that an employee has been instructed to self-isolate, they must not be allowed to attend work. The normal process for most employers would be to allow self-certification for the first seven days and require a fit note from a GP for longer absences. This may not be practical while GP practices are still only able to offer limited appointments in many cases, and it may be necessary to relax requirements for evidence of illness. An isolation note from NHS 111 if an employee is self-isolating and cannot work because of Covid-19 can be requested as an alternative. In 2020, the government also updated the

rules on SSP to remove the first three unpaid days of leave. This means that employees off work sick with coronavirus-related absence could receive pay from the first day of absence. Irrespective of the change to the “waiting days” provision, employees must still have a total period of incapacity for work of at least four days to be eligible for SSP. In practice, this means that if someone is off sick with Covid-19 symptoms and is subsequently diagnosed with coronavirus, they are entitled to SSP from the first day of sickness. If they are sick for three days or fewer and receive a negative Covid-19 test result in that time they would not be entitled to SSP. If they are sick for more than three days but do not have coronavirus, they would be entitled to SSP under the usual (non-Covid-19) rules and would not receive SSP for the first three “waiting days”. It is important to note that an employee cannot get SSP if they’re self-isolating after entering or returning to the UK and do not need to self-isolate for any other reason. The government also set up a recovery scheme to allow employers to reclaim payments of SSP for Covid-19-related absences for up to 14 days for eligible employees – this was withdrawn on 30 September 2021 for any absences that took place after this date. Any outstanding claims of SSP must be made before the cut-off date on 31 December 2021. Absences for sickness and self-isolation, while considerably improved by the rollout of the vaccine, are likely to remain common occurrences in the coming weeks and months. We know that the scope for confusion is vast, especially with new rules and guidance. If you have any concerns, the team at Law-Call are here to help advising on the policies which are an invaluable tool in helping both employers and their staff navigate the changing landscape.

Find out more For help and guidance with SSP, please contact Law-Call for detailed advice. You can find the contact details in the Members’ Area of our website at portal.eyalliance.org.uk.

OPINION

Celebrating diversity Vicky Hutchin, acting coordinator at Personal Doll Training, explains how early years providers can champion inclusion

n recent years, movements such as Black Lives Matter and #MeToo have made many of us increasingly aware of the depth of inequality in the UK and the need to embrace and celebrate diversity. The pandemic has made this all the more pressing and many of us are now thinking about what ‘inclusive practice’ really means for children and families. It was pleasing to see that the new Statutory Framework for the EYFS, like its predecessors, opens with the statement that: “every child deserves the best possible start in life and the support that enables them to fulfil their potential”. There also remains an obligation to provide: “equality of opportunity and anti-discriminatory practice” as do the four ‘overarching principles’ starting with the ‘unique child’ and ‘positive relationships’. The latest Ofsted Inspection Framework (2021) takes this even further. For example, to achieve an outstanding judgement in ‘personal development’: “the provider goes beyond the expected and its highly successful at giving children a rich set of experiences that promote an understanding of, and respect for, people, families and communities beyond their own”. Providers, managers and practitioners will already be aware of these statements and obligations of course. But where do we look for advice on how we can “go beyond the expected”? How do we redress the damage caused by prejudice and discrimination, hidden or overt, and the historical ‘traditional’ ways of doing things?

Finding guidance on equality and inclusion Sadly, the guidance recommended by the government – Development Matters 2021 – in its simplified form has removed all references to the unique child and equalities, even in its seven underlying principles, inclusion seems to relate only to SEND. However, all is not lost. Birth to Five Matters, the non-statutory guidance developed by a coalition of early years experts, provides an excellent section on ‘Inclusive Practice and Equalities’, while attention to these matters is woven throughout the document. Its preface states that: “We believe equity, citizenship and rights education should be clearly reflected in the implementation of the EYFS curriculum and its pedagogic approach to listen to children’s voices on these and other issues from as early an age as possible.” The section on ‘Inclusive Practice and Equalities’ is a really useful starting point for staff training and students. But what about the actual practicalities of implementing this to ensure diversity is celebrated for all children and families and their lived experiences are foregrounded?

Practical help There are many sources of support, for example, asking a consultant to run in-house training or attending an external course and, especially, auditing what you as a provider do well and areas for development. In Birth to Five Matters help is also at hand in ‘Understanding the World, People and Communities’. On p107, for

example, the guidance suggests: “Help children to learn positive attitudes and challenge negative attitudes and stereotypes using puppets, Persona Dolls, stories and books, showing black heroes or disabled kings and queens, families with same sex parents, having a visit from a male midwife or female firefighters. For those who have never used Persona Dolls, the approach involves practitioners in devising stories about the life of a doll, for whom they have created an identity (or persona) and family background. The doll is the practitioner’s doll, not the children’s. It is important that the dolls you use represent the range of human diversity such as skin tone, gender hair type and is as lifelike as possible. The Persona Doll will come to ‘visit’ the children at circle time to talk about things that are happening to them – both happy events and any other problems they are experiencing such as bullying, prejudice, being excluded by other children, racism, sexism, ablism, feeling lonely and low self-esteem. These are issues we often find difficult to discuss with young children but when used regularly the doll can become like another child that the children will eventually treat as a friend. If the doll has a problem, the children are asked to help solve the problem. In this way, the children are not developing an understanding of others and a positive attitude to difference, but developing critical thinking, problem solving skills and language to communicate their ideas. It can be an enjoyable activity, allowing deep conversations on important issues in a safe space for both the adults and the children.

Find out more 28

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For more information about Persona Dolls, visit www.personadoll.uk.

NUTRITION

Supporting vegan and vegetarian families With vegan and vegetarian diets increasingly popular, the Infant and Toddler Forum shares some advice to help you support meat-free families

egan and plant-based diets have surged in popularity recently, with many parents now choosing to go meat-free or avoid all animal products of any kind in their toddlers’ diets. A recent survey by BBC Good Food found that children themselves are also increasingly likely to choose a plant-based lifestyle, with 13% of children asked stating that they are vegetarian and around one in five (21%) who are not currently vegetarian responding that they would like to be. However, achieving a healthy balance on a plant-based diet doesn’t come without its challenges, particularly for growing children. The issue of what foods to include on a daily basis, what the most important nutrients are and how best to supplement children’s diet is one that concerns not only parents but the carers of vegan and vegetarian children too. The Infant and Toddler Forum has recently launched a new webinar – 10 Steps for Healthy Plant-based Toddlers – to help practitioners, carers and families navigate

the maze of conflicting information out there. As toddlers have high-energy and nutrient needs but small stomachs, it’s really important to ensure that children get all the nutrients needed for healthy growth and development from the variety of foods that can be provided on a plant-based diet. Here are some practical tips and advice for looking after toddlers on a vegetarian or vegan diet: Pay close attention to foods or food groups that need to be substituted in the diet – you will need to ensure that you top-up energy, protein and/or vitamins and minerals that are usually provided by the foods excluded. This includes iron and protein rich foods, omega three fatty acids, iodine and zinc. Try combining lower fat, high fibre foods – such as vegetables – with higher energy foods – such as falafels, beans, lentils, dairy and eggs (if vegetarian) or nut and seedbased products. Increase the energy content of foods by adding nut or seed butters, or wellground nuts/seeds, avocado, full-fat dairy products, soya produce such as tofu, vegetable spreads and oils to meet toddlers’ energy needs. To make sure that all children get a healthy balance of foods, here are some of the key nutrients to include in their diets: Protein-rich foods such as eggs, beans, chickpeas, lentils, soya products such as tofu, Quorn, seeds and nuts (these should be ground or chopped or used in nut butters due to the risk of choking in under fives). Aim to include thee in two/three meals and snacks daily.

nuts, dark green vegetables, wholegrains such as wholemeal bread and brown rice, fortified cereals and dried fruit such as apricots, figs and prunes. Plant-based sources of iron (also called non-haem iron) can be more difficult for the body to absorb than iron from meat sources. Vitamin C improves iron absorption so try to include foods high in this, such as fruits, vegetables and even some sweet potatoes, at mealtimes. For more tips and advice for toddlers following plant-based diets, check out the ITF’s on-demand webinar. Inspired by questions received from parents and carers alike, the ITF’s specially-curated webinar will also cover the following points and more: how to achieve a healthy balance and ensure dietary variety nutrients and vitamins of consideration for toddlers supplementation considerations for plantbased diets and toddlers tips & advice around food preparation and meal planning Lucy Upton, Infant and Toddler Forum member, said: “As a practicing dietitian, I can see that the interest for children’s plant-based but also flexitarian diets is growing constantly. Whether parents choose the flexitarian route or for their children to go fully vegan, it is inevitably a period that comes with many questions and when professional tips and advice may be hugely needed. Our webinar is bringing that support, broken down into ten simple steps, that you can access and watch from the comfort of your home.”

Iron to prevent anaemia. Iron is readily found in beans, chickpeas and lentils, seeds and

Find out more To register for the ITF’s webinar on plant-based toddlers, visit bit.ly/ITFplantbased. UNDER 5 29

Sustained shared thinking How the concept of ‘sustained shared thinking’ can be used in your early years provision

esearch into the way children learn has been a significant aspect of research psychology for more than one hundred years. While we have known for some time that children learn through play, we now know that speaking and listening are essential to the process too. The Effective Provision of Pre-school Education (EPPE) study reported on how research into children’s social and emotional development and cognitive and language development was being applied to support children’s development and promote positive outcomes. From this, Iram Siraj-Blatchford, a professor at the University of London, and her team promoted the idea of ‘Sustained shared

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thinking’, and defined it as: “An episode in which two or more individuals `work together’ in an intellectual way to:

solve a problem clarify a concept evaluate activities extend a narrative

Both parties must contribute to the thinking and it must develop and extend.” This is the definition that you’re most likely to see quoted as a description, but extended definitions now include interactions that don’t involve conventional language and

communication. For example, they would now include the non-verbal and pre-verbal conversations with toddlers and babies that often involve gesture, turn taking, facial expressions, repetition and often laughter and fun. The conversation would need to be: sustained (lasting a reasonably extended time) shared (obviously something that both participants are engrossed in) thoughtful (pursuing a line of thinking, however simple

BEST PRACTICE

Such a conversation with a child for whom English is an additional language, might involve more gestures and props that help understanding, and sharing of words and meanings.

What works? The Researching Effective Pedagogy in the Early Years (REPEY) project established that effective settings balance learning opportunities between adult-directed interactions and freely chosen play activities. Early educators act as guides in helping children develop deeper ways of thinking. They help build a bridge between the child’s current knowledge and understanding and what the child is capable of understanding. To do this, educators need to have a good understanding of the current development of the child in the cognitive and social domains and their cultural understanding. The Early Years Foundation Stage (1.14) also acknowledges that: “Children learn by leading their own play, and by taking part in play which is guided by adults. Practitioners need to decide what they want children in their setting to learn, and the most effective ways to teach it. Practitioners must stimulate children’s interests, responding to each child’s emerging needs and guiding their development through warm, positive interactions coupled with secure routines for play and learning.” The framework outlines three characteristics of effective teaching and learning. 1. Playing and exploring: children investigate and experience things, and “have a go”. 2. Active learning: children concentrate and keep on trying if they encounter difficulties and enjoy achievements. 3. Creating and thinking critically: children have and develop their own ideas, make links between ideas, and develop strategies for doing things. It is clear that practitioners have a positive and nurturing role in supporting children to learn in these ways, and in enhancing children’s leaning.

Effective work Effective work with children means being sensitive to the moment and maintaining a clear focus on each child’s learning and development. Adults need to be skilled at assessing and monitoring children’s development in all areas socio-emotional, linguistic and cognitive. They are responsible for creating a safe and comfortable environment that is also interesting and stimulating. It is not enough to provide only care and emotional support. Adults must also help children to make cognitive and linguistic progress as well.

SSTEW Following the EPPE and REPEY research projects, which provided clear strong messages to the early years sector, several US and UK projects worked to develop ways of evaluating educational environments. In this context, an educational environment includes not only the physical surroundings, but also the adults who provide care and education. Rating scales help to identify where practice is already effective and where it could be improved. There are five parts to the SSTEW (Sustained Shared Thinking and Emotional Well-being Scale for 2-5 year old provision) scales: 1. Building trust, confidence and independence 1.1. Self-regulation and social development 1.2. Encouraging choices and independent play 1.3. Planning for small group and individual interactions / adult deployment 2. Social and emotional well-being 2.1. Supporting socio-emotional wellbeing 3. Supporting and extending language and communication 3.1. Encouraging children to talk with others 3.2. Staff actively listen to children and encourage children to listen 3.3. Staff support children’s language use 3.4. Sensitive responses 4. Supporting learning and critical thinking

4.1. Supporting curiosity and problem solving 4.2. Encouraging sustained shared thinking through storytelling, sharing books, singing and rhymes 4.3. Encouraging sustained shared thinking in investigation and exploration 4.4. Supporting children’s concept development and higher-order thinking 5. Assessing learning and language 5.1. Using assessment to support and extend learning and critical thinking 5.2. Assessing language development A setting could decide to implement the system and evaluate their current practice by using the scales, as set out in Assessing quality in early childhood education and care: sustained shared thinking and emotional well-being (SSTEW) scale for two-five-year-olds provision. Each subscale lays out a range of descriptions of an aspect of provision from Ìnadequate’ to Èxcellent’. For example, under ‘Self-regulation and social development’: Inadequate – staff do not appear to agree about the boundaries/ rules/expectations or apply them consistently. Minimal – Expectations and boundaries are made explicit and shared by all staff. Good – Staff explain carefully to the children what they need to do and preempt any difficulties. Excellent – Staff congratulate children when they follow the rules well e.g. I saw you help put the tractor away. And/ or the children are encouraged to tell staff how they followed the rules etc. As you can see, the scales provide examples of good and excellent practice to which staff can aspire. The scales could provide material for staff training, and the outcomes of reflection, the ways in which you use the scales and the changes that you have made as a result, on your route to èxcellent’ are all great information for your Self-Evaluation Report.

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FAMILY CORNER

What is glue ear and what are the symptoms? How can you tell if your child has glue ear and if they do, what should you do about it? Here we explain the main concerns for children in the early

hen her son stopped reacting to her voice or the noises around him, Maggie McCarthy became worried about his hearing. She had some cause for concern, as hearing problems were a feature on both sides of the family. “We were reassured by the fact that we believed Daniel could hear when he was a baby, as he would smile or turn his head, but clearly something wasn’t quite right,” she explains. By the age of two, Daniel’s speech was behind that of other children. Maggie noticed that while his friends were attempting words and short sentences, Daniel often seemed in a world of his own. He didn’t even try to speak but pointed at what he wanted and preferred to play on his own. Thinking back, she said, Daniel had suffered a heavy cold a few weeks before she noticed changes in his behaviour and had suffered bouts of hay fever that spring. She now believes these were the likely cause of his problems.

What is glue ear? Glue ear (known medically as Otitis media with effusion, or OME) is one of the most common childhood illness and happens when fluid gathers in the middle ear. It is thought that one in five pre-school children have glue ear at any one time. It occurs when the middle ear becomes blocked with a sticky fluid. Experts believe this happens when children have colds or ear infections because the eustachian tube, which runs from the middle ear to the back of the throat, is not yet vertical as it is in adults

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and can’t clear the channel effectively. If air can’t get into the middle ear, then it can affect hearing because it becomes harder for sound to pass through.

What causes glue ear? Usually, it is colds and ear infections, but it can also be the result of allergies and even passive smoking. Children who have cleft palate or genetic conditions like Down’s may also be more susceptible because their eustachian tubes tend to be smaller.

How do you know if your child has glue ear? Doctors say there are several tell-tale signs. Changes in behaviour, becoming tired more easily and a lack of concentration can be symptoms of the condition. A lack of response when called or preferring to play alone are also indications. Of course, these can be confused with other things in a growing child such as impoliteness or stubbornness but it’s worth checking out if there are medical reasons why you child might be displaying behaviour that is usually out of character. Children might ask for the television to be turned up or become easily distracted when an adult is speaking to them. They may also complain of earaches and tinnitus, a buzzing or ringing noise in their ears.

What should I do if I think something is wrong? When Maggie noticed the changes in Daniel, she did what all parents should do: contact

Share t his guidan ce with parent s and carers

the family’s GP. “The doctor suspected glue ear straight away given Daniel’s recent illness but suggested waiting a couple of weeks in case it cleared up on its own,” Maggie said. “When it didn’t, we tried a course of antibiotics. These helped a little, but Daniel was still displayed signs of hearing impairment and wasn’t reacting unless someone was speaking very loudly or was physically close to him.”

How is glue ear treated? When the GP found that Daniel’s hearing wasn’t improving, he was referred to the paediatric audiology department at the local hospital. Children may also be sent to see an ear, nose and throat specialist. Assessments were carried out and it was decided that Daniel’s condition would be monitored for two or three months to see if it would clear up on its own – which it did after a few months. Glue ear can also be treated using hearing aids, or grommets – small plastic tubes that are inserted into the child’s ear which help to drain away any fluid and to keep the ear clear. Grommets fall out naturally after a few months as the health of the ear improves. In some cases, and failing all else, surgery may be needed to remove small glands at the back of the nose, called adenoids.

Find out more For more advice and tips for families, visit familycorner.org.uk or follow us at facebook. com/FamilyCornerAlliance.

COMPETITION

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a Playmobil 1.2.3 set worth £153 The first years of life are full of informative experiences - there is so much to discover! The world is so big, colourful and impressive in children’s eyes. Everything that is experienced, found and learnt forms and important basis for future learning. Playmobil 1.2.3. helps to promote this development playfully with each child learning at their own pace. Playmobil 1.2.3 sets are divided into three learning levels and can support the child’s development in their first years of life. The learning levels build on each other and are an orientation aid for important development phases. For your chance to win a Playmobil 1.2.3 set, worth £153, please send your answer to the following question, along with your name and contact details to: under5.competitions@eyalliance.org.uk. What discount can Alliance members now enjoy on all purchases from Hope Education? (hint: see page seven) A) 5% B) 10% C) 10% plus 20% off their first order

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.

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