Latest news with #EarlyYearsAlliance
The Guardian
7 days ago
- Health
- The Guardian
Look at the rise of measles in England and ask yourself: have we learned a single thing from Covid?
Across parts of the country this week, nursery workers will don plastic aprons and gloves. With more than 500 confirmed cases of a life-threatening virus in England so far this year, and one child in Liverpool having died this month, many nurseries are introducing emergency infection control measures such as PPE and social distancing. Stop me if you're getting a rush of deja vu. It is striking how news of the current rise in measles cases, and the early response to it, could easily be describing the coronavirus pandemic. Except, unlike at the start of Covid, when our only defence was lockdowns, a safe and effective vaccine – the MMR jab – has long existed for measles. The problem is, many of those at risk – about one in six children aged five and under – have not had one or both doses. Watching nurseries bring back their Covid hygiene protocols while health professionals urge more people to get vaccinated, it feels as if we are blindly going over an old routine, desperately scrubbing surfaces with disinfectant and denial. There is already a debate brewing again over whether the unvaccinated should be allowed to use some public services, with Melanie Pilcher of the Early Years Alliance recently stating that nurseries shouldn't turn away children who are not vaccinated against measles because it is 'a parental choice'. Squint a bit and you can practically see yourself in your front garden banging a pot and pan for the NHS. There was a period, somewhere between stockpiling toilet rolls and Boris Johnson declaring everything was back to normal, when we had plans to learn lessons from Covid. Vaccine creators and scientists were going to be lauded. The social safety net would be valued; the NHS and key workers finally appreciated. There was some progress. For example, the Labour government brought in sick pay for 1.3 million low-paid workers. But in many ways, the good intentions were chucked away along with the banana bread, not least when it came to public health. The infection control methods we learned during Covid – think regular inoculations, testing, air filters and masks in high-risk settings – have not been continued, and on some level, things are actually worse now. With school absences up, the last Conservative government actively encouraged students to go to class with mild (but potentially infectious) coughs and sore throats. Meanwhile, vaccine take-up has plummeted. Last winter, the number of NHS staff agreeing to the flu jab to protect patients crashed to its lowest level since 2010 (37.5%) – the fourth consecutive year these immunisation rates have fallen since the pandemic. At the same time, efforts to eradicate cervical cancer in England by 2040 are under threat as the number of pupils getting vaccinated against HPV has dropped by 17 percentage points since before the pandemic. This is in part a clear sign of the 'vaccine fatigue' that the pandemic accelerated. Coupled with the rise in misinformation online and distrust of 'elites', the push to get vaccinated after being legally mandated to stay at home for months left a lasting distaste for – and distrust of – public health diktats. For some, the Covid rules were not a lesson in how collective action saves lives, but in how the state can control them. It is notable, though, that child immunisation rates were falling for several years before Covid hit, with the UK remarkably now failing to meet the World Health Organization's target of 95% coverage for herd immunity for any routine childhood jabs. The issue with vaccine uptake is not simply hesitancy but longstanding issues with access. Many low-income parents are unable to take time off work to get their child vaccinated, or can't afford the transport to get there. There is also a lack of GP appointments in the first place. Meanwhile, aslyum seekers and other marginalised groups can be reluctant to engage with official health services. This makes it even more frustrating that funding has not been maintained for outreach efforts that were effective during the height of the pandemic, such as translators and community engagement. 'The reality is we failed to learn from Covid about the investment needed for NHS teams and local authorities to do outreach in a ways that work and to sustain it when needed,' Ben Kasstan-Dabush, an assistant professor and medical anthropologist at the London School of Hygiene & Tropical Medicine, told me. 'Recent plans for integrated care boards to slash their operational costs by as much as 50% will only place further obstacles to vaccine coverage recovery.' Seeing nurseries adopt infection control strategies in recent days therefore feels at once entirely sensible and a dodgy sticking plaster. Since the 1980s, we have known a quick injection is the real solution to the scourge of measles. We also know the way to achieve it: a public health campaign for immunisation; vaccinations in the community (as recommended in the government's recent 10-year plan for NHS England); and a culture of collective responsibility to protect one another. That last one is something we are not supposed to say out loud, lest we intrude on individual liberties. But it is nonetheless a vital piece of any conversation about vaccines. Herd immunity, after all, is at its heart an acknowledgment that 'personal choice' about vaccination has consequences – sometimes deadly – for the rest of society. Children with suppressed immune systems, for example, can still fall seriously ill with measles even if they have had the MMR jab. They rely on everyone else doing the right thing and helping them keep safe. Again, stop me if you've heard this one before. Perhaps the real lesson does not come from Covid but from the long fight against measles. Public health is not a single victory. One day there is joy in the invention, the next a backlash against it. The great irony of vaccines is that populations become complacent about a disease and the need for immunisation largely because a successful vaccine made it feel as though the threat was consigned to the past. As a nation, we still remember coronavirus patients gasping for air in the ICU. Let us hope it does not take more dead children for the public to be reminded of the danger of measles. Frances Ryan is a Guardian columnist. She is the author of Who Wants Normal? The Disabled Girls' Guide to Life
BBC News
10-07-2025
- Business
- BBC News
Parents 'devastated' as Saffron pre-school closure confirmed
A pre-school in Leicester is to close after the charity that runs was unable to agree a deal with the city council on rent and service pre-school operates in part of the Linwood Centre owned by Leicester City Council on Linwood a rent review by the local authority saw a proposed annual increase for rent and service costs from less than £5,000 to £75,000 annually, with the council saying charges had remained low for years. Parents Zahra Chaudhary, who started a petition to keep the pre-school open, said: "Everyone is devastated. Parents are scrambling to find other childcare places." The pre-school is run by a national charity Early Years Alliance and has provided 24 Ofsted-registered places for children aged between two and five since 2009. In June parents became worried when managers informed them that closure was being considered because Leicester City Council was proposing to charge more for rent and council said the costs had been low for years and it had first set out the proposed increases last a statement it said: "The proposed increases, set out in April 2024, would see the pre-school's total annual rent rise to £31,095 for the space that it occupies, bringing it in line with market rents, with the annual service charge rising to £44,430 to reflect the actual costs of the electricity, water, sewerage and other services that it uses." Early Years Alliance confirmed the pre-school will subsequently close on a statement it said: "It is with great sadness that we can confirm that Saffron Pre-school will be closing at the end of this term as a result of unsustainable financial pressure."Throughout the consultation period, we have worked hard to explore all possible avenues to safeguard the future of Saffron. However, despite our best efforts, we have been unable to find a way forward to keep our pre-school open"Ms Chaudhary said: "Everyone is really sad, people are upset. In terms of the council it seems like profit over people."While her daughter is due to start at a primary school, she says other parents with younger children will be searching for childcare places which may be hard to find. Responding to the closure, Leicester City Council said: "We have only recently found out that the pre-school is closing this week."They did not take up our offer to meet with them to negotiate their lease, or for any rent increase to be deferred for a further six months, on top of the 12 months we had already given them."We are sorry that they have decided to close, and our children's services team will now support those families affected, to help them find alternative provision nearby."
Yahoo
04-07-2025
- General
- Yahoo
4 key skills a child should be able to do before school as councils to set 'readiness' targets
There are many skills a child should be able to master before starting school, according to early years educators. Today, education secretary Bridget Phillipson will announce plans for councils to set targets and improve the number of children ready for school in their area. Ministers previously set a target of 75% of children being "school-ready" by 2028. As part of the plans, Phillipson will confirm that all local authorities will have to work with Whitehall to agree targets. She'll also reveal that a tool focused on school readiness data will be launched this autumn, designed to help schools support children through their reception year. Phillipson is expected to say that, alongside government and school leaders, "parents have responsibilities, too. To make sure their children arrive at school ready to learn. Whether that's their first day in reception, or last day in year 11." The stats come after a list of "school-readiness" skills, developed by a collection of early-years educators, was released in March. The coalition said the guidance was the first of its type, intended to help parents prepare children starting in reception classes in England from the age of four. The group, which involved groups from the state and private sector and includes the National Day Nurseries Association and the Early Years Alliance, joined forces to create a clear definition after complaints from teachers of children arriving at school in nappies, lacking basic skills and unable to play with others. The "basic skills" are categorised into four key areas: growing independence, building relationships and communication, physical development and healthy routines. Go straight to a breakdown of the four skills: > Self-care skills > Social skills > Early literacy, numeracy skills and fine motor skills > Emotional regulation Getting children school-ready isn't just about children having the right uniform, packed lunch and arriving on time. Experts say a huge part of school readiness concerns a child's physical, social, emotional, and cognitive skills, but parents are often uncertain about how to encourage these skills. "When preparing children for school, it's essential to focus on a broad set of school readiness skills rather than rigid developmental milestones," explains educational psychologist, Dr Patricia Britto. "Every child develops at their own pace, and placing too much pressure on them (or on parents) can lead to anxiety and resistance rather than progress." Here's what matters and how you can support your child without overwhelming them (or yourself). A child starting reception should ideally be able to manage simple self-care tasks such as going to the toilet independently, washing their hands and putting on their coat and shoes. How to help: Parents sometimes worry about toilet training, getting dressed, or using cutlery at mealtimes, but the school isn't expecting military-level discipline. "The goal is essential independence, like being able to ask for help when needed and manage simple self-care tasks most of the time," Dr Britto adds. Toilet training: If your child isn't fully toilet trained, don't panic. "Try to set up a predictable routine, use visual prompts, and reassure them that accidents are OK," Dr Britto suggests. "Many schools support kids who still need a bit of help." Getting dressed: Dr Britto recommends letting them practice with easy clothes (hello, elastic waistbands). "Give them extra time in the morning rather than rushing to do it for them," she adds. Eating independently: Keep meals low-pressure. "If they struggle with cutlery, try foods they can manage with their fingers while they build up confidence," Dr Britto suggests. Being able to recognise emotions, take turns, and cope with little setbacks is more important for school success than knowing how to read. "Kids don't need to be social butterflies, but they need to start understanding things like waiting, sharing, and asking for help," Dr Britto explains. How to help: Play turn-taking games (board games, "your turn, my turn" activities) to practice patience. Name emotions as they arise. "I can see you're frustrated that your tower fell," Dr Britto says. "Do you want to try again?' Model problem-solving out loud so they learn what to do when things don't go their way. "Oops, I dropped my spoon! I'll pick it up and try again." "Vygotsky's theory of learning through social interaction shows that children learn best through play and gentle adult guidance," Dr Britto adds. "So, just chatting, playing, and including them in daily life is enough to build these skills." Many parents worry their child should be reading before school, but that's not the expectation. "More critical is exposure to knowing how to hold a book, turn pages, and recognise that words have meaning," Dr Britto explains. "Similarly, early numeracy isn't about doing sums but recognising patterns, shapes, and counting in everyday life." How to help: Make books part of daily life, but let them engage at their own pace. "Looking at pictures, pretending to 'read', and listening to stories all count," Dr Britto says. Point out numbers naturally - counting steps, spotting numbers on houses, or dividing snacks ("one for me, one for you"). Let them scribble and 'write' - early mark-making (drawing, 'writing' shopping lists) is a foundation for later writing skills and a great way to bolster their fine motor skills. Children should have some ability to manage small frustrations, separate from their caregiver without distress and engage with peers in play. How to help: "Starting school is a huge transition, and one of the best things parents can do is create routines that mimic the school day," advises Dr Britto. "Research on executive function (the brain's ability to plan, focus, and manage tasks) shows that kids feel safer and more in control when they know what's coming next." Introduce simple morning routines (eg, "First we have breakfast, then we get dressed, then we brush our teeth"). Practice separating for short periods, such as during playdates, nursery visits, or even saying goodbye for an hour with a trusted adult, to help ease separation anxiety. Talk about school positively, walk past the school, read books about starting school, and let them ask questions. Dr Britto says no child is entirely "ready" in every area before school starts, and that's OK. "What matters most is that they feel safe, supported, and curious about learning," she explains. "Pressure (from ourselves or others) often does more harm than good, so trust your child's pace, celebrate progress over perfection, and remember that schools are used to supporting children at all different stages of development." The best thing you can do? Keep engaging, keep playing, and reassure yourself that your child will get there in their own time. "Seek support from professionals such as your GP and an educational psychologist if you need further clarification about your child's needs and strengths," Dr Britto adds. For families of neurodivergent children, starting school can pose many challenges. Rebecca Varrall, clinical psychologist and co-founder of Neurodiversity Unravelled, advises taking away some of the unknowns by preparing a social story including photos of key people and places to help your child know what to expect when they start school. "Keep communication open, having a home school book to share how your child slept, can be really useful as a barometer of their engagement that day," she adds. "Remember that starting school can be tiring, allow time for low-demand, relaxed weekends for your child to recharge and reset as they are adjusting to so many changes to their daily routine. Change can be tough for neurodivergent children to navigate, taking some of these preemptive steps could help to ease the transition." Read more about parenting: Seven signs your child could be addicted to their mobile phone (Yahoo Life UK, 7-min read) Five ways parents can teach 'kindness' as it is named children's word of the year (Yahoo Life UK, 4-min read) Talking about extreme online violence with young people: advice for parents (Guardian, 6-min read)
BBC News
23-05-2025
- General
- BBC News
Peterborough pre-school to close next month over financial issues
A group of parents have said they have been left in a "difficult position" after a pre-school announced it would close in one Pre-School in Bretton, Peterborough, have informed parents that it will shut on 22 June due to financial pre-school, which is run by Early Years Alliance, said the decision was "a direct result of the acute financial pressure created by the continued underfunding of the early years sector".Hayden Mills, whose toddler has been going to the childcare facility since April, said the announcement "sprung out of nowhere" adding that it was "unfair to parents and staff". "It is going to be such a struggle for parents... especially if both work," he added. 'Nightmare' The pre-school, which currently has 50 children, is located next to Eyrescroft Primary School, but is run April Ofsted rated the pre-school as good. One mum, who wished to remain anonymous, told the BBC the closure would be "a nightmare"."My younger one was supposed to start there in September. Other nurseries have long waiting lists so, I am actually panicking." Billie Jeffreys two-year-old child attends the pre-school."If you close one childcare setting then you are going to force more children to go to another setting which will lead to a rise in costs because they will need more staff to maintain the children ratio."It is just going to move the struggles from one child setting to another," she said. Another mum, who wanted to rename anonymous, said she was "gutted" by the closure."It is insane. If the pre-school shuts - my daughter might have to stay at home until she starts primary school next year." Currently children aged over nine months and under three receive 15 hours of government-funded childcare. This will increase to 30 hours from September, which is already offered to three and four-year-olds.A spokesperson for Yearly Years Alliance, said the financial challenges were "exacerbated" by recent national insurance changes and national minimum wage rises."We will do all we can to give them [the parents] the support they need throughout this process."Katy Cole, a Labour councillor and the cabinet member for children's services at Peterborough City Council, said parents were being encouraged to engage with the consultation process regarding the closure."The local authority has a statutory duty to ensure there are sufficient early years places and will work closely with the provider following the outcome of the consultation to ensure that this duty is fulfilled," she said. Follow Peterborough news on BBC Sounds, Facebook, Instagram and X.
The Independent
12-05-2025
- Politics
- The Independent
Proposed changes to space requirements in nurseries ‘could lead to overcrowding'
The Government's proposals to change minimum space requirements in early years settings to help with the expansion of funded childcare could result in 'overcrowding', a charity has warned. The 'quality of provision' in early years and childcare settings could be affected if the implementation of proposed reforms are not properly monitored, according to the Early Years Alliance (EYA). The Department for Education (DfE) has launched a consultation on possible changes to the indoor floor space requirements per child in the early years foundation stage (EYFS) frameworks in England. It comes as the expansion of funded childcare – which was introduced by the Conservative government – began being rolled out in England in April last year for working parents of two-year-olds. Working parents of children older than nine months are also now able to access 15 hours of funded childcare a week, before the full roll-out of 30 hours a week to all eligible families in September. The DfE consultation is seeking views on whether or not 'free-flow' outdoor areas should be able to be included in floor space measurements for two-year-olds and above. Currently, outdoor areas cannot be included in the EYFS indoor space measurements where indoor activity in a building forms the main part of, or is integral to, the early years provision. Neil Leitch, chief executive of the EYA, said: 'While we recognise that some settings may welcome the additional flexibility that would be created by this change, we remain concerned about the impact that such a policy could have on the quality of provision – and in particular, the risk that these reforms could result in overcrowding in some settings if the implementation, assuming these proposals go ahead, is not properly monitored. 'We're clear that ensuring the safety and well-being of young children must always be at the heart of early years education and care. 'And yet, as we get closer to the final stage of the entitlement expansion, it appears that the need to create new places is constantly being prioritised over and above the need to ensure the consistent delivery of high-quality early years provision.' From Monday, working parents of children who turn nine-months-old before September 1 can apply to access up to 30 hours of funded childcare per week. Education Secretary Bridget Phillipson said women would be given added 'freedom' to have more children by expanded government-funded childcare. She told the Daily Mail: 'They will be able to make choices about the career that's right for them, the hours that they want, but also (have) the freedom to think about family size and how many children they want to have, with support from the Government around childcare hours. 'That brings huge benefits to working women and this is a generational shift in terms of the new funding that's been put in place.' Purnima Tanuku, chief executive of the National Day Nurseries Association, said: 'Consulting on the use of outdoor space is a positive step that recognises changes in research and best practice about how children can learn and develop in the outdoor environment. 'It will be important to ensure that this approach is based on best practice and what is best for children. 'There is also a need to review the indoor space requirements because no-one knows how they were defined and have not been reviewed in living memory. 'However, even if providers can increase capacity based on space, providers are still telling us that they need more staff to be able to meet local demand for places.' A DfE spokeswoman said: 'As we deliver on our ambitious Plan for Change to get more children ready for school at age five, we are exploring new ways to help providers offer more high-quality childcare places for working families, that include access to outdoor space. 'Outdoor play provides huge benefits to children, providers strongly support these proposals and the consultation is clear we would include safeguards to prevent overcrowding and to make sure any outdoor space used is high quality and beneficial to children's development. 'This comes alongside over £8 billion in funding, our rollout of school-based nurseries and new early years qualifications to help deliver an early years system that gives every child the best start in life.'
