a new government definition of extremism will be used to cut ties or funding to certain organisations. diane abbott accuses both the conservatives and labour of failing to tackle racism in politics after alleged racist comments were made about her by a tory donor. lost chances, the children of sub—postmasters caught up in the post office scandal tell how their lives have been impacted by the miscarriage ofjustice. they're a garden pest we want to get rid of but now wildlife charities are urging gardeners to make friends with slugs and snails. in sport, the undisputed king of cheltenham willie mullins celebrates his 100th winner at the festival, and it's a family affair, as his son patrick wins the race that brings up this history making milestone. good morning. we have rain across

the northern half of the country today pushing north, where it will be less windy than yesterday. the southern half of the country has a mixture of bright spells, sunshine and showers but very mild for the time of year. it's thursday the 14th of march. our main story. the government is setting out a new definition of extremism, as part of its pledge to tackle what it calls the "increased threat" to the uk. the new terminology will be used to assess whether groups are eligible to receive public funding or support. our political correspondent damian grammaticas reports. the aftermath of the october 7th attacks on israel, the government says, has been increasing concern about radicalisation here in this country. so it's come up with this new definition of extremism, saying it means the promotion or advancement of an ideology based on violence, hatred or intolerance that aims to negate or destroy the fundamental rights and freedoms of others, undermine the uk's system

of democracy and democratic rights, or intentionally create a permissive environment for others to do that. this month outside downing street, rishi sunak promised robust action. we will redouble our support for the prevent programme to stop young minds being poisoned by extremism. we will demand that universities stop extremist activity on campus. we will also act to prevent people entering this country whose aim is to undermine its values. this isn't a new legal standard, but his government will draw up a list of extremist groups. islamists and neo—nazis, it says, whose actions, while not illegal, are deemed threatening. some conservatives worry it could impinge on ourfreedoms. radical islamists pose a serious threat to our nation's security. and i agree with my right honourable friend that we must urgently address this. but reports that the government wishes to broaden the definition of extremism are concerning because in separating

the definition of extremism from actual violence and harm, we may criminalise people with a wide range of legitimate views and have a chilling effect on free speech. this is absolutely not about silencing those with private and peaceful beliefs, nor will it impact free speech. the government insists the bar will be high so individuals attending marches won't be named, religious beliefs and strongly held convictions will be unaffected. but it says groups seeking to organise events that aim to subvert democracy will be listed, denied official meetings and funding so they can be identified and marginalised. critics say the government should be seeking a broad consensus, not deciding on its own what constitutes extremism. damian grammaticus, bbc news. we're joined now by chief political correspondent henry zeffman. morning to you, henry. it's an important point that damian arose

there, this is this government's definition of extremism, not a legal change of any kind, and the question will obviously be in practice what difference will it make? you will obviously be in practice what difference will it make?- difference will it make? you are exactly right. — difference will it make? you are exactly right, charlie. _ difference will it make? you are exactly right, charlie. what - difference will it make? you are exactly right, charlie. what we | difference will it make? you are i exactly right, charlie. what we are talking about here and what we are going to hear more about from the government today, it's not a new law, it's not anything which will change the kind of legal architecture of how different organisations go about their work. what it is is a definition for government but also crucially for other public authorities. so the groups that end up being covered by this new definition, they won't have contact from government ministers and from central government but the intention is also that they would no longer be able to have contact or work with other public authorities, things like local government, councils, but also political parties, bodies of the state perhaps

like the police and so on. so while this isn't a new legal definition or a new law, what it could potentially do is have fairly far—reaching consequences. it's certainly intended to because the fact that the government is producing this now is, as you were hearing there, a response to the concerns which are very well across government about the rise in extremism, both islamist extremism as they perceive it and far right extremism, since october seven and since the protests in the uk after that. so what the government is doing here is trying to find a way to give sort of practical impacts to some of those concerns that we heard expressed by rishi sunak outside downing street a couple of weeks ago. i think the most controversial bit of it is going to be when michael gove, the communities secretary, publishes what he says is a list of organisations covered by this new definition, needless to say many of

them will not want to be classed as extremist and how they respond will be very ajust indeed.— be very a'ust indeed. henry, one other be very ajust indeed. henry, one other thought — be very ajust indeed. henry, one other thought for _ be very ajust indeed. henry, one other thought for me _ be very ajust indeed. henry, one other thought for me if - be very ajust indeed. henry, one other thought for me if you - be very ajust indeed. henry, one i other thought for me if you would. diane abbott, leader yesterday in the commons she did not —— whether we know that yesterday she did not get to speak, we are hearing from her today in a piece in the guardian. her today in a piece in the guardian-— her today in a piece in the guardian. �*, ., ~ , ., ., guardian. it's frankly odd that diane abbott _ guardian. it's frankly odd that diane abbott didn't _ guardian. it's frankly odd that diane abbott didn't get - guardian. it's frankly odd that diane abbott didn't get to - guardian. it's frankly odd that i diane abbott didn't get to speak guardian. it's frankly odd that - diane abbott didn't get to speak in the house of commons yesterday when she was trying to anwhen so much of prime minister's questions was over to other people talking about words said about her. she had very strong words of condemnation about how the conservative party has handled this case but it's also clear she has been angry with the labour party, she has been suspended from the labour whip and she says that kate

should be sped up. keir starmer went over to speak to her at the end of prime minister's questions. she said she told him to restore the whip to her. even some labour mps who think that she has been horribly treated here in this case in the last couple of days don't believe the whip should be restored. how labour had all this will be very all this will be in should be restored. how labour had all this will be in indeed.— all this will be in indeed. thank ou ve all this will be in indeed. thank you very much- _ all this will be in indeed. thank you very much. we _ all this will be in indeed. thank you very much. we are - all this will be in indeed. thankl you very much. we are speaking all this will be in indeed. thank- you very much. we are speaking to -- you very much. we are speaking to —— very interesting indeed. we are speaking to michael gove later on in the programme at 7:30am. naga has a story on police behaviour. police forces across the uk are launching a new anti—corruption hotline, which can be used by the public to report concerns about officers and volunteers. it follows the success of a similar scheme by the metropolitan police which saw more than 700 investigations opened into the conduct of staff members. our reporter nicky schiller has more. a series of scandals, including the murder of sarah everard by serving officer

wayne couzens, and serial rapist david carrick carrying out his crimes whilst he was a police officer, severely damaged the metropolitan police's reputation and led it to become the first force to trial the anti—corruption hotline in november 2022. it is now being rolled out nationally. run by the charity crimestoppers, it allows anyone to report concerns about corrupt, abusive or criminal police officers and staff. reports can be made online or by phone, and people can choose to remain anonymous. any information will be passed to the relevant force for assessment and may lead to an investigation. since it launched in november 2022, the met has had more than 2,800 online reports and calls made to the service. that information led to 728 investigations. last month, an independent review found a series of red flags were missed about wayne couzens

and police chiefs acknowledged scandals like sarah everard's murder have impacted the trust the public have in policing and the ability to identify wrongdoing within their own ranks. well, trust in the police is the lowest level it's ever been, so having a new independent hotline is extremely important to give people confidence to report wrongdoing by police officers. so they have a degree of confidence that the matter will be looked at independently and assessed and the police will not be marking their own homework. the government agrees that public confidence in the police has been severely damaged. marking the launch of the hotline, the minister for policing, chris philp, said there can be no stone left unturned in our efforts to clean up the workforce and culture and rebuild trust. he added he hoped the service would give people the confidence to challenge the behaviour of officers who fall below the high standards the public deserve. nicky schiller, bbc news.

a ship carrying around 200 tonnes of food is set to arrive in gaza this morning. the vessel, which is the first to try and deliver aid via sea is part of continuing efforts to get urgently needed supplies into the territory, after the un warned it was at increasing risk of famine. the number of middle—aged people dying from cancer in the uk is at a 25—year low, according to new figures. a study from cancer research uk found deaths among those aged 35 to 69 have plummeted, thanks to screening, better treatments and policies aimed at reducing smoking. china has described a potential us ban of the social media platform tiktok as "an act of bullying." it comes after the house of representatives overwhelmingly passed a bill that could force the apps chinese owners to sell up or be barred from operating in the country, amid security fears. tiktok said it was committed to keeping its users data secure. doctor who, succession and even the beckhams, are just some of the unlikely rivals

going head to head for the coveted title of the bafta tv moment of the year. the winner, which will be picked from a broad range of genres, will be decided by members of the public. our culture correspondent charlotte gallagher takes a look at the shortlist. from the unveiling of the 15th time lord played by ncuti gatwa... to david and victoria debating the truth about working class backgrounds... we both come from families that work really hard. both of our parents worked really hard. we're very working, working class... be honest. lam being honest. be honest! shocking endings on happy valley... i'm sorry, i'm sorry i didn't treat becky any better. can you forgive me? they think he's gone, they think he's gone. what, what happened, what do you mean? they think dad died.

what? no! and the unexpected death of logan roy in the hbo hit succession. it has been rich pickings for tv fans. the other clips in contention for bafta tv moment of the year include the third episode of the hbo zombie apocalypse, the last of us tracing a love story between two middle aged gay men. and 13—year—old lucy on the piano. she stunned rail commuters in leeds while playing chopin's nocturne in b—flat minor. perhaps you would like a marmalade sandwich. last year's winner featured an afternoon tea with

paddington bear starring another icon we will never forget. i keep mine in here. for later! the 2023 winner will be announced at the bafta tv awards in may. charlotte gallagher, bbc news. we will find out more about that later on in the programme. carol is there, she is right there, she has there, she is right there, she has the weather. good morning. it is a chilly start today than it was yesterday, if you have not yet ventured out. the next few days we are looking at the rain or showers but it will be mild and todayis or showers but it will be mild and today is no exception. we have had quite a bit of rain as we have gone through the night especially across north wales, moving across northern england, northern ireland and into southern scotland but we have a packet of showers coming into the west. it is a dry and sunny start

for some eastern areas but through the day the showers in the west will drift east, so the cloud will tend to build and the rain in the north also pushes north, and as it engages with the colder air in the highlands and grampian is, we will see that readily turn to some snow in the mountains. we are looking at some clearer skies across the far north of scotland. heading on through the night, we are looking once again at a cold night in prospect. into tomorrow, these are the maximum temperatures that you can expect. 16 degrees, and that is quite high for the time of year. into tomorrow night, this is tonight, i should say, moving north with this rate, more showers coming in, clear spells developing and more showers coming in so whichever way you look at it, it is going to be a wet night. temperature wise, chilly in the north, 4—7, ten to ii in the south.

it's a friday, a mixture. rain across scotland and northern scotland, showers in england and wales, drierand scotland, showers in england and wales, drier and brighter conditions at times and the wind coming from the north so it will feel chillier tomorrow than today. 7—13 the maximum north to south. i don't know about you, i keep thinking it is wednesday, not thursday! ida. about you, i keep thinking it is wednesday, not thursday! no, 'ust ou. it wednesday, not thursday! no, 'ust you. it probably�* wednesday, not thursday! no, 'ust you. it probably is. i wednesday, not thursday! no, 'ust you. it probably is. why * wednesday, not thursday! no, 'ust you. it probably is. why do i wednesday, not thursday! no, 'ust you. it probably is. why do you i you. it probably is. why do you think it is _ you. it probably is. why do you think it is wednesday, - you. it probably is. why do you think it is wednesday, carol? l you. it probably is. why do you think it is wednesday, carol? i| think it is wednesday, carol? don't think it is wednesday, carol? i don't know, i woke up thinking it is wednesday and i keep thinking it's wednesday. it's not, it's their stay. wednesday. it's not, it's their sta . ., ~' , , h stay. you keep believing it's wednesday _ stay. you keep believing it's wednesday and _ stay. you keep believing it's wednesday and then - stay. you keep believing it's wednesday and then come i stay. you keep believing it's| wednesday and then come in stay. you keep believing it's _ wednesday and then come in tomorrow and it will be thursday and we will see you tomorrow! that and it will be thursday and we will see you tomorrow!— see you tomorrow! that will be a ureat see you tomorrow! that will be a great idea! _ we will see carol later on and mike will be here with the sport as well. there are growing calls for more stringent regulation of funeral directors, following the removal of 35

bodies and a quantity of ashes from the premises of a firm in humberside. police say more 120 officers are now working on the investigation. two people arrested in connection with the case have been released on bail. our correspondent linsey smith reports. there can be nothing worse than saying goodbye to a loved one other than fearing they've not been laid to rest at all. funeral directing is pretty much unregulated. you could decide now that we're going to be funeral directors and start trading tomorrow. a system of regulation and inspection would certainly help remove the risk that this could happen again. last week, humberside police were called to legacy funeral directors on hessle road in hull in relation to the storage and management of the deceased in those premises. by saturday, 3a bodies and human ashes had been recovered and transferred to the mortuary in hull. on sunday, a 46—year—old man and a 23—year—old woman

were arrested on suspicion of the prevention of a lawful and decent burial and fraud charges. other business premises linked to the suspects were also being searched. the two people arrested were released on bail and police gave an update that the body count was now 35. i have a dedicated team of over 120 humberside police officers and police staff, together with partners from across the region and nationally. this reflects the sheer size and scale of this investigation and our shared commitment to establishing the truth and, where appropriate, seeking justice for those who are affected. we've spoken to families who've been asked to identify loved ones who they believed had already been cremated. others who've been asked to provide dna and those distraught that the ashes jewellery that they're wearing may not be the loved ones that they cherished. investigations are continuing into what humberside police describe

as a complex situation that will take time. linsey smith, bbc news. let's take a look at today's papers. several of the papers this morning feature the government's plan to introduce a new definition of extremism. the daily telegraph says the civil service will be ordered to cut funding and links to any group that falls under the new criteria. the guardian leads on the continued row over alleged racist comments made by tory donor frank hester about the mp diane abbott. writing for the paper, ms abbott accuses the conservative party of "playing the race card" ahead of the general election. the daily mail is reporting that the defence secretary, grant shapps has backed calls for the uk to increase its military budget to 3% of gdp. the paper says mr shapps wants more money to match the threat posed by the russian president, vladimir putin. and the times features research which has found cancer deaths

in middle—aged people have fallen by a third since the 1990s. the paper says the decline is thanks to screening, better treatments and fewer people smoking. i'v e i've seen something inside. i would love to have a dog, i can't, it's not practical for my lifestyle. but apparently if you spend quality time with dogs, you can reduce stress and anxiety and i kind of think this is anxiety and i kind of think this is a bit, no surprise, really, this story. but scans taken from 30 healthy adults shows that interacting with dogs generates electrical activity in the brain associated with relaxation, fine, concentration, creativity and attention. so those taking part felt less stress, fatigued and depressed. this research was done from a

university in seoul, korea. and those involved, this makes me want to become part of a research thing. those involved had to, this sounds awful, feed, groom, massage, be photographed with, that were not so good, hug and walk a friendly four—year—old female poodle. that's all they had to do. each activity lasted three minutes. does that not appeal to you? with; lasted three minutes. does that not appeal to you?— appeal to you? why not. clearly not appeal to you? why not. clearly not a scientific snapshot, _ appeal to you? why not. clearly not a scientific snapshot, but _ appeal to you? why not. clearly not a scientific snapshot, but when - appeal to you? why not. clearly not a scientific snapshot, but when we i a scientific snapshot, but when we have a dog here, it always brings an air of calm. it have a dog here, it always brings an air of calm-— air of calm. it arouses a state of relaxed wakefulness. _ air of calm. it arouses a state of relaxed wakefulness. there - air of calm. it arouses a state of relaxed wakefulness. there you | air of calm. it arouses a state of. relaxed wakefulness. there you go. we have had suggestions in the past that we should have our own studio dog. i that we should have our own studio do. ., that we should have our own studio do _ ., ., that we should have our own studio do. ., ., ,., , that we should have our own studio dog. i agree, no complaints, hands u. dog. i agree, no complaints, hands u- in the dog. i agree, no complaints, hands up in the studio. _ dog. i agree, no complaints, hands up in the studio. it's _ dog. i agree, no complaints, hands up in the studio. it's not _ dog. i agree, no complaints, hands up in the studio. it's not going - dog. i agree, no complaints, hands up in the studio. it's not going to l up in the studio. it's not going to ha en up in the studio. it's not going to happen for— up in the studio. it's not going to happen for a _ up in the studio. it's not going to happen for a lot _ up in the studio. it's not going to happen for a lot of _ up in the studio. it's not going to happen for a lot of obvious - up in the studio. it's not going to i happen for a lot of obvious reasons. name one obvious reason.— happen for a lot of obvious reasons. name one obvious reason. where is it auoin to name one obvious reason. where is it going to live? — name one obvious reason. where is it going to live? you _ name one obvious reason. where is it going to live? you can _ name one obvious reason. where is it going to live? you can have _ name one obvious reason. where is it going to live? you can have it. - name one obvious reason. where is it going to live? you can have it. you . going to live? you can have it. you like dogs- —

going to live? you can have it. you like dogs- it _ going to live? you can have it. you like dogs- it is _ going to live? you can have it. you like dogs. it is 6:21am! _ going to live? you can have it. you like dogs. it is 6:21am! we - going to live? you can have it. you like dogs. it is 6:21am! we are - going to live? you can have it. you like dogs. it is 6:21am! we are not| like dogs. it is 6:21am! we are not doinu like dogs. it is 6:21am! we are not doin: it, like dogs. it is 6:21am! we are not doing it. by _ like dogs. it is 6:21am! we are not doing it. by the — like dogs. it is 6:21am! we are not doing it, by the way. _ like dogs. it is 6:21am! we are not doing it, by the way. i— like dogs. it is 6:21am! we are not doing it, by the way. i suggest - like dogs. it is 6:21am! we are not| doing it, by the way. i suggest that ou doing it, by the way. i suggest that you e-mail — doing it, by the way. i suggest that you e-mail in _ doing it, by the way. i suggest that you e-mail in and _ doing it, by the way. i suggest that you e-mail in and say _ doing it, by the way. i suggest that you e-mail in and say you - doing it, by the way. i suggest that you e-mail in and say you want - doing it, by the way. i suggest that you e-mail in and say you want it l you e—mail in and say you want it done! after many of their parents were wrongly prosecuted and forced from theirjobs and homes, for some children of the victims of the post office scandal the consequences on their own lives have continued into adulthood. now a new support group has been set up to bring together those affected, amid calls for a widening of the compensation scheme. our correspondent emma simpson reports. katie downey is stepping out to tell her story. her dad ended up bankrupt trying to make up for the huge shortfalls at his post office. nice to meet you finally, of course i've met your dad. she had an idyllic life until one day they suddenly fled abroad. she only found out the truth six months ago. i wasn't able to say goodbye. i wasn't able to finish my sats and year six and ijust had to go to a country where i couldn't speak the language. they chucked me in a school and i couldn't communicate

with any of the kids. they were very mean to me, i was severly bullied and home life wasn't good. i had no communication with my mum or dad so i began to lock myself in a room and i became mute for two years. you must have been so confused and angry. yeah, that's the issue. not now, but for 15 years i've blamed my parents, which really upsets me. and i feel guilty saying that now. but that's not the case. the post office did that to my family, and that's why our family unit was destroyed. i'm so pleased to meet you all. she invited me to meet some of the members of her new support group called lost chances for sub—postmaster children. lost chances basically sums it up. sean connolly had been a promising footballer until he had panic attacks caused by stress. at that time of 17 years, or 16, 17 years of age, not knowing what it was, that was the scariest part.

rebecca foot has a close knit family. she started working from the age of 13, extra cash to keep up with her friends. it was kind of like 60 hour weeks in the summer. i loved it but also it did take away that summer holiday childhood. so you were an adult before your time? for sure, yeah. millie castleton was bullied at school and ended up with an eating disorder. and it kind of snowballed incredibly when i went to uni because no—one's watching me at uni. so i had this control over this one aspect of my life when things were falling apart and that really impacted my health quite drastically. all adults now and working and they want their voices to be heard. it will always be the post office to blame for this and not our parents. but it's also equally important for our parents and also the wider public to understand how this has

affected the children. hands up if you all want compensation. katie's wasting no time. she's already had a reply from the boss of fujitsu. he hopes she can be included in a wider meeting with victims. but you'd like them to offer some money as well? yes, offer the financial redress that they've spoke about and other things that they possibly want to offer is education, counselling. this scandal is so much bigger than people realise. it's affected every single family member and friend. but we can represent the children. 41 have signed up in the space of a few days. her message could soon reach many hundreds more. emma simpson, bbc news.

we will be picking up a few more stories with these people at ten past eight, some people will be joining us on the sofa to give us more details. there is the old thing about school dinners being awful, did you enjoy them?— did you en'oy them? traditionally the were did you enjoy them? traditionally they were bad. — did you enjoy them? traditionally they were bad, and _ did you enjoy them? traditionally they were bad, and then - did you enjoy them? traditionally they were bad, and then there i did you enjoy them? traditionally. they were bad, and then there was did you enjoy them? traditionally i they were bad, and then there was a big campaign, wasn't it, and in theory things got better. i quite liked them- _ but "completely unacceptable" is how one frustrated headteacher has described the lunches being served to students by caterers at his own school. in a letter to parents, accompanied by photographs, jason ashley said he would be "exceptionally unhappy" if the same meals were served to his own children. james ingham has this report. it's lunchtime and after a busy morning of lessons, these pupils are hungry. they've grabbed their hot school lunch, but they're not looking forward to tucking in. turkey, it wasn't the greatest. the roast potatoes can be all right on some days, but the vegetables don't even,

it doesn't taste like they've been cooked at all. when i'm eating, i taste more fork and cardboard than the actual food. so, like, i feel like if ijust put some salt and pepper on this fork, i would enjoy it more than the actual food i'm eating. i've literally just found this and it's rock hard, its solid and it does not taste nice. it's all gooey as well, and that's not good for a 16—year—old to go for a day. some of these pupils pay for their food. others get free school meals. but regardless, these 15 and 16 year olds say the portions are way too small. some kids, they don't get, they might not have enough money to get, like, get a proper meal when they go home. so they're relying on this meal to keep them going throughout the day. i'm going home hungry. their frustrated headteacher has written an outspoken letter to parents saying, "the food that is served in the canteen is completely unacceptable. if my own children's school served this, i would be exceptionally unhappy. "

he goes on to say, "i can no longer tolerate, provide reasons or even justify to you the unacceptable nature of the food." and he ends with this thought. "how difficult is it to bake a potato?" food at redbridge is provided by the leading school catering company chartwells. the school has no say in that. chartwells has told us in a statement that it recognises the importance of school meals, but it said that its usual level of service here has fallen below the high standards that it usually demands. it says, though, that it will work with the school on an action plan to try to rectify the problems. but the school's leaders have heard that before and feel that the companyjust doesn't care. i've gone through a raft of emotions. sometimes i feel angry. what was interesting, listening to some of our students speaking today, it'sjust a sense of sadness. the question would bounce back to be, would you serve that to your own family?

and if you would, you should hang your head with shame. i would not feed that to my animal. leaders and pupils here say the caterers must do better. they're hoping continued pressure leads to change. james ingham, bbc news. what was that line, that student said? i what was that line, that student said? ~ ., what was that line, that student said? ~' ., ., ., ., what was that line, that student said? ~' . . ., 4' said? i think he had a wooden fork, he said if he — said? i think he had a wooden fork, he said if he added _ said? i think he had a wooden fork, he said if he added a _ said? i think he had a wooden fork, he said if he added a bit _ said? i think he had a wooden fork, he said if he added a bit of- said? i think he had a wooden fork, he said if he added a bit of salt i he said if he added a bit of salt and pepper to his fork, it would taste better than his food being offered. . time now to get the news, travel and weather where you are. hello, good morning. you're watching bbc london. i'm frankie mccamley. more than 700 investigations have been launched by the metropolitan police following calls from the public to an anti—corruption hotline. a series of scandals led the met to be the first force to start using the service. but that is now being rolled out

across the uk to all forces, either online or by phone and will be run by the independent charity crimestoppers. leaseholders have told bbc london that rising service charges have left them feeling trapped . the government says it s bringing in new laws that will protect residents. by £00 in a year and he now pays over £600 a month towards the upkeep of his building. it's just fear now and anxiety. we just don't have the money to pay it. so at the minute, we have no joint savings left. we're dipping into credit cards to pay for shopping, etc. and it's yeah, we'rejust left in our overd rafts at the end of every month. a collectable fifty—pence coin celebrating the diplodocus has been launched by the royal mint as part

of its dinosaur range. the coin has been inspired by the natural history museum's diplodocus cast, affectionately known as "dippy", which was gifted to the museum in 1905. it is the third and final coin in the range, which also includes a tyrannosaurus and stegosaurus. there are a lot of issues on the tubes this morning. part suspensions on the metropolitan, northern and overground, and minor delays on the piccadilly lines, so do check before you travel now onto the weather with kawser. hello. good morning. well, we're looking at a mostly dry day today, especially during the morning with some good spells of sunshine around. cloud will build later in the afternoon, though, and there is a chance of some scattered showers arriving in, too, on a brisk southwesterly winds. so it will be quite a breezy day today. but in the sunshine, a mild day.

temperatures quite widely reaching around the mid—teens, maybe up to 16 or 17 celsius. but you can see those showers into the afternoon and into the evening. there will be further showers, one or two heavy ones at times, a lot of cloud around, one or two clearer spells. but it does remain breezy overnight and mild as well. temperatures holding up at around 9 to 11 celsius, so noticeably mild to start the day tomorrow. it does look quite unsettled into friday and into the weekend as well. with low pressure nearby. there will be sunshine and scattered showers in store on friday and temperatures still on the mild side, but becoming a bit cooler as we look ahead to saturday, largely dry during the day on saturday. but there is a chance of some rain to arrive later. and that's your forecast. that's it from me. i'm back in half an hour. if you fancy a read this morning then there's more on the police hotline on our webiste of the bbc news app. now though, i'll hand you back to naga and charlie.

hello, this is breakfast with naga munchetty and charlie stayt. it's been a year since an intruder entered a secondary school in slough, armed with a knife and claiming to have a gun — forcing students and staff into lockdown. throughout the ordeal, it was the actions of quick—thinking headteacher ciran stapleton, which have been credited with ensuring the safety of everyone on site, until armed officers arrived. our reporter tim muffett has been to meet him. so on that day, it's about break time. it's almost one year since head teacher ciran stapleton found himself, his staff and his students in a terrifying situation. one of our team from the office came through and alerted me that an intruder entered onto the premises. our intruder was literally right in front of us here at the end of this corridor. now, at that point, one of my other colleagues revealed

that he'd actually said that he had a gun with him. this guy was really edgy, really, reallyjumpy. he had kind of a manbag wrapped around his body. he had his hand within that bag and certainly shaped as if he was carrying some kind of firearm. but it is very quickly pointed and quite erratically around. what he started saying at the same time, it was talking about the end of the world and about how he was going to finish it all at some point, why it started to come out of this bag. and then there was a light within it that we could see shining out like a red light shining out of it. and that's when we thought, well, he's either got a gun or he could have his finger on some kind of detonator at some point. did you actually think you might be about to die? i remember going through my head. "well, here we go. "this is it. "this is going to happen. "this is really going to going to happen." it turned out the intruder hadn't been carrying a gun or explosives, but had been carrying a large knife. coincidentally, the school had practiced going into lockdown in a similar scenario two weeks before. chris robinson was teaching students

in a nearby classroom. everyone had to get undertheir desks, lock and secure the room. it's absolute silence and making sure that everyone is calm. it'd be very easy to panic in a situation like that if you don't have really strong procedures. and, you know, we're all really confident in what to do in a situation like that. at the end of the day, what we what we ended up dealing with was with a young man who was really hurting, who needed to be listened to, didn't feel loved. and consequently was was willing to kind of really take that out. and that's really what the root, i think, of this potential situation was. and so that's how we came into sort of contact with mark really, and the kiyan prince foundation. kiyan prince was stabbed and killed in 2006, aged 15. i think if you're dealing with symptoms, how do you tackle the real illness? his dad, mark, is a former light heavyweight boxing champion and has received an obe for his work in tackling youth violence. and when my son died and i had to bury him, put him

in a coffin and put him in the ground. there's something that i had to do. there's a part that i had to play. and young people don't know how their minds work and how they can become their great version of themselves, by the way that they think, then they're going to be trapped in a lot of the traps i fell in because a lot of the young people are hurting just like i was when i was growing up. issues stems from how they felt about me. i think it was empowering. i thought to myself, maybe i was lucky where i am right now, where i've kept the good life. but there's other children out there that may not be as lucky as me and empowered me to maybe go on and try and hope. we're trying to fit into a mold we've seen on social media, right? all of us have been affected by this massively. i think it's inspired us to help the younger generation, because i think all of us here have got younger siblings. and i think we care about them massively and we want to we want them

to do good. not onlyjust them, us ourselves. when we go out and represent our family, we're a brand. represent our family, it's a powerful message. represent our family, i i go out of the talk with mark was probably about the mind| land how a lot of issues do arise. from the mind and how you think. my son was an absolute awesome individual. killers come along and take him his whole future. and i always go around teaching the power of choice, and i want schools to open their doors. it's not enough being done in this school. a year ago, tragedy was thankfully avoided. but there is determination here to empower young people to make the right choices in life. tim muffett, bbc news. pleased to say that ciran will be joining us with mark prince, and it's one of those stories where teachers routinely get a lot of flak about all sorts of things, and you

think sometimes they so go beyond, they would say they are doing their job, but those are exceptional circumstances. we will hear more. good morning, mike. you meet so many people in yourjob. and you know there are always big characters who seem to be there all the time and dominating and sometimes it's nice to get a bit of an insight into what makes them tick and how they operate and you have managed to do that. yes, willie mullins is in a league of his— yes, willie mullins is in a league of his own — yes, willie mullins is in a league of his own when it comes to winning at cheltenham and started back in the 90s— at cheltenham and started back in the 90s and has got his 100th winner. — the 90s and has got his 100th winner, training his 100th winner and you — winner, training his 100th winner and you could say the likes of sir alex _ and you could say the likes of sir alex ferguson in football, tiger woods— alex ferguson in football, tiger woods in— alex ferguson in football, tiger woods in golf, and he really has dominated jump racing and i went last year— dominated jump racing and i went last year to his stable and what a team _ last year to his stable and what a team he — last year to his stable and what a team he has got which means over 200 racehorses _ team he has got which means over 200 racehorses and the best facilities,

like you _ racehorses and the best facilities, like you would imagine manchester city or— like you would imagine manchester city or liverpool training academies would _ city or liverpool training academies would he _ city or liverpool training academies would be and you get all of the best owners _ would be and you get all of the best owners and — would be and you get all of the best owners and jockeys saying can you look after — owners and jockeys saying can you look after our young horses, and they— look after our young horses, and they get— look after our young horses, and they get the pick of the best young foals _ they get the pick of the best young foals. when you build up such a monopoly _ his first winner at cheltenham was back in 1995, and now willie mullins has been dubbed the king of the famous festival after he watched his 100th winner there ridden by his son patrick. willie mullins, 100 not out of the cheltenham festival. it's a cheltenham milestone no one's reached before. 100 wins at the festival for this sport's greatest trainer. history made with the queen in attendance. this was billed as style wednesday, with a focus round the course on sustainable fashion in racing. in racing, longevity comes from the man in the green coat. willie mullins would start the day with 97 wins here. the first race showed the true strength of his yard.

ballyburn out in front in a top five of mullins horses. his first win at cheltenham was in 1995 when his dream was to have a horse just fit to race. as fact to file went clear, he had 99 in his career and in the last race of the day there was jasmine deveau, a mullins—trained horse with his son patrick on board. a poignant way to seal it for a family and for a sport fighting. it's not something anyone ever dreamt of that anyone would ever have 100 winners in cheltenham. to an irish person, cheltenham is the mecca ofjump racing to have a place like here, which is where people want to come. that's why we have to be delighted that cheltenham is what it is. a hundred race wins and no trainer comes close. this racing record may never be broken.

joe lynskey, bbc news. another of mullins' horses el fabiolo was the favourite for the queen mother champions chase earlier on in the day, he's the numberfour there in the pack, but he misjudged this fence and lost ground. many thought it was a foregone conclusion he'd win this race but it was captain guinness who was the winner in the end, ridden by rachel blackmore and trained by henry de bromhead. there were emotional scenes on the south coast last night as luton town captain tom lockyer returned to the scene of his cardiac arrest. the 29—year—old's heart stopped on the pitch when luton faced bournemouth in december. just before last night's match, lockyer shook the hands of the medics, whom he called "heroes". supporters also applauded in the 59th minute of the game, which was time at which the defender collapsed in the original fixture. the match itself was remarkable. luton led by 3—0 at half time, ross barkley one of the scorers in the first half. but bournemouth produced an incredible comeback

to win 4—3. the biggest comeback win in the premier league in more than 20 years. so luton remain in the relegation places three points off nottingham forest in 17th. "english football is finished" unless it continues to be " competitive and sustainable " financially. that's the fear of the preston north end executive peter ridsdale. premier league clubs met on monday but were unable to agree on a funding deal with the english football league. the clubs were recently told that failure to reach a deal with the efl would mean one being imposed on them. i don't think anyone should believe that there is no money in the premier league, because it can't be

true. onto cricket and england batter harry brook has withdrawn from this year's indian premier league following the death of his grandmother. brook was set to play for delhi capitals after being bought for £380,000 in december. he missed england's recent 4—1 test series defeat in india after his grandmother first became ill. the 2024 ipl starts a week on friday. finally, footballerjosh cavallo who in 2021 came out as the world's only top—flight openly gay male professional player has proposed to his partner. he put some pictures on his social media account. cavallo on the left here popped the question to leighton morrell at the ground where he plays in adelaide. cavallo said it felt right to share this special moment on the pitch, and thanked his club for providing "a safe space in football" for him. what a lovely moment. i'm glad he shared _ what a lovely moment. i'm glad he shared those pictures. | what a lovely moment. i'm glad he shared those pictures.— shared those pictures. i remember interviewing _ shared those pictures. i remember interviewing him, _ shared those pictures. i remember interviewing him, he _ shared those pictures. i remember interviewing him, he was - shared those pictures. i remember interviewing him, he was such i shared those pictures. i remember interviewing him, he was such a i interviewing him, he was such a lovely guy, and we spoke to him in

australia when the story first emerged. thanks, mike. the elon musk owned exploration firm �*spacex' is expected to attempt its third test flight of its starship rocket today. the launch, which follows two previously failed attempts, could prove pivotal to the firms ambitions to land astronauts on the moon by 2026. our science correspondent pallab ghosh reports. two, one... this was test number one in april last year. things started off well enough. we have liftoff. ..as the rocket rose majestically into the sky. but then things started going a bit wobbly. multiple engines failed, and the spacecraft began to tumble. engineers had to hit the self—destruct button, although they call it something else. starship just experienced a rapid unscheduled disassembly

during ascent. this was a development test. there's the first test flight of starship, and the goal was to gather the data and as we said, clear the pad and get ready to go again. it seems odd to celebrate an unsuccessful launch, but elon musk, the head of spacex, says learning from their mistakes is what the company is all about, too. so last november, they had another go. and another successful launch. the rocket went further than test flight number one. the upper and lower parts of the rocket separated this time. but then this happened. and as you can see, the super heavy booster has just experienced a rapid unscheduled disassembly. and if that wasn't enough, the upper stage exploded too, not long after. now it's time for test flight number three.

will there be another rapid unscheduled disassembly? spacex say they'll be happy if the giant rocket goes even a little bit further than before. there'll be more tests to develop a system that'll be capable of landing astronauts on the moon, and maybe even take them on to mars. pallab ghosh, bbc news. dr chris copperwheat is an astrophysicist at liverpooljohn moores university and joins us now. good morning. what do you think they learned from those two failed attempts that means this time might be the time? in attempts that means this time might be the time?— be the time? in science and engineering. _ be the time? in science and engineering, any _ be the time? in science and engineering, any attempt . be the time? in science and i engineering, any attempt gives be the time? in science and - engineering, any attempt gives you something, you learn something. it exploded _ something, you learn something. it exploded and they learned why it exploded and they learned why it exploded and they learned why it exploded and there had been a lot of follow-up— exploded and there had been a lot of follow—up after the event. always come _ follow—up after the event. always come away with something and for a mission _ come away with something and for a mission like — come away with something and for a mission like this where it is new technology, it's not unusual to have

numerous _ technology, it's not unusual to have numerous tests, three, 04, 05 and there _ numerous tests, three, 04, 05 and there are _ numerous tests, three, 04, 05 and there are things they want to test later in_ there are things they want to test later in the flight and when they .et later in the flight and when they get to— later in the flight and when they get to space there will be important tests there so they will hope this one lasts— tests there so they will hope this one lasts a bit longer. just tests there so they will hope this one lasts a bit longer.— tests there so they will hope this one lasts a bit longer. just talk as thou . h one lasts a bit longer. just talk as though that _ one lasts a bit longer. just talk as though that phrase, _ one lasts a bit longer. just talk as though that phrase, and - one lasts a bit longer. just talk as though that phrase, and it - one lasts a bit longer. just talk as though that phrase, and it was i though that phrase, and it was repeated a few times because it was a new one on me when they used it, the rapid unscheduled disassembly, which basically means, it blew up. yes, it blew up, yes. the first one was four— yes, it blew up, yes. the first one was four minutes on the second was eight _ was four minutes on the second was eight minutes and this is complicated stuff. it's the biggest rocket _ complicated stuff. it's the biggest rocket ever built, around 5000 tonnes— rocket ever built, around 5000 tonnes and the amount of cargo, it can take _ tonnes and the amount of cargo, it can take about 250 tonnes so it's a hugely— can take about 250 tonnes so it's a hugely complicated machine on the engine _ hugely complicated machine on the engine is _ hugely complicated machine on the engine is very different to anything built before and when you are testing — built before and when you are testing something like that, also spacex— testing something like that, also spacex is— testing something like that, also spacex is a private company so they have a _ spacex is a private company so they have a different philosophy on risk and pared — have a different philosophy on risk and pared to nasser. there is a tech philosophy, — and pared to nasser. there is a tech philosophy, move fast and break things— philosophy, move fast and break things -- — philosophy, move fast and break things —— nasa. they are less risk

averse _ things —— nasa. they are less risk averse than — things —— nasa. they are less risk averse than a _ things —— nasa. they are less risk averse than a government, so they can do— averse than a government, so they can do something in a different way. i'm can do something in a different way. im trying _ can do something in a different way. im trying to — can do something in a different way. i'm trying to figure out hundred and 50 tonnes, and it's about ten double—decker buses, so it's massive. double-decker buses, so it's massive-— double-decker buses, so it's massive. �*, ., ., ., massive. it's a lot of mass. if sacex massive. it's a lot of mass. if spacex get — massive. it's a lot of mass. if spacex get it _ massive. it's a lot of mass. if spacex get it working, i massive. it's a lot of mass. if spacex get it working, this i massive. it's a lot of mass. if. spacex get it working, this will elevate — spacex get it working, this will elevate them in a new regime in terms _ elevate them in a new regime in terms of— elevate them in a new regime in terms of lift capacity and getting commercial equipment into orbit and the great _ commercial equipment into orbit and the great thing about it is that the spacecraft is reusable, the booster and the _ spacecraft is reusable, the booster and the space craft, so the cost to launch _ and the space craft, so the cost to launch goes— and the space craft, so the cost to launch goes way down.— and the space craft, so the cost to launch goes way down. unless it all blows u -. launch goes way down. unless it all blows up- it's _ launch goes way down. unless it all blows up. it's expensive _ launch goes way down. unless it all blows up. it's expensive early i launch goes way down. unless it all blows up. it's expensive early on. l blows up. it's expensive early on. the thing about _ blows up. it's expensive early on. the thing about spacex _ blows up. it's expensive early on. the thing about spacex and i blows up. it's expensive early on. the thing about spacex and elonl blows up. it's expensive early on. i the thing about spacex and elon musk behind it means there is money. it is really quick how the failures have happened and the launches but the money keeps coming and i suppose thatis the money keeps coming and i suppose that is what is exciting about this stage of space exploration. thea;r that is what is exciting about this stage of space exploration. they are well funded — stage of space exploration. they are well funded and _ stage of space exploration. they are well funded and there _ stage of space exploration. they are well funded and there is _ stage of space exploration. they are well funded and there is a _ stage of space exploration. they are well funded and there is a lot - stage of space exploration. they are well funded and there is a lot of i well funded and there is a lot of investment. notjust elon musk's money _ investment. notjust elon musk's money. the other thing is they've received — money. the other thing is they've received a — money. the other thing is they've received a lot of government investment and nasa have put in 12

billion— investment and nasa have put in 12 billion in_ investment and nasa have put in 12 billion in recent years in terms of contracts— billion in recent years in terms of contracts and other investment in a spacex. _ contracts and other investment in a spacex. so— contracts and other investment in a spacex, so it's a good example of partnership between private industry and the _ partnership between private industry and the public sector which is something elon musk would not play up something elon musk would not play up so _ something elon musk would not play up so much. you something elon musk would not play up so much-— up so much. you were talking about the fact that — up so much. you were talking about the fact that they _ up so much. you were talking about the fact that they can _ up so much. you were talking about the fact that they can try _ up so much. you were talking about the fact that they can try all- the fact that they can try all things, may be a slightly different approach and one of the reasons is clearly they can afford to but there are no people. that clearly changes everything in terms of what risks you are prepared to take but the plan is you will have people on board. . .. , ., . plan is you will have people on board. , ., . , , board. indeed. the acceptance tests before ou board. indeed. the acceptance tests before you put _ board. indeed. the acceptance tests before you put people _ board. indeed. the acceptance tests before you put people on _ board. indeed. the acceptance tests before you put people on board i board. indeed. the acceptance tests before you put people on board are| before you put people on board are hugely— before you put people on board are hugely different to what you have in the early _ hugely different to what you have in the early days which is why it's one of those _ the early days which is why it's one of those things they need to test in orbit, _ of those things they need to test in orbit, once — of those things they need to test in orbit, once they get into taste with the booster, they need to test lighting — the booster, they need to test lighting the engine in space. the key thing — lighting the engine in space. the key thing from the nasa perspective in terms _ key thing from the nasa perspective in terms of— key thing from the nasa perspective in terms of going to the moon, you need _ in terms of going to the moon, you need to— in terms of going to the moon, you need to get— in terms of going to the moon, you need to get it going in space and refuel— need to get it going in space and refuel it— need to get it going in space and refuel it and that's the acceptance test before nasa will go on to the

critical— test before nasa will go on to the critical design review. who test before nasa will go on to the critical design review. who 'udges it? you critical design review. who 'udges in you mi critical design review. who 'udges it? you dock with i critical design review. who 'udges it? you dock with another i critical design review. who judges it? you dock with another space l it? you dock with another space tanker. there are not there? ida. tanker. there are not there? no, but ou tanker. there are not there? no, but you launch — tanker. there are not there? no, but you launch cargo- _ tanker. there are not there? no, but you launch cargo. the _ tanker. there are not there? no, but you launch cargo. the nasa - tanker. there are not there? no, but you launch cargo. the nasa that i tanker. there are not there? no, but you launch cargo. the nasa that you| you launch cargo. the nasa that you can be _ you launch cargo. the nasa that you can be part — you launch cargo. the nasa that you can be part of the artemis missing lon- can be part of the artemis missing long term, — can be part of the artemis missing long term, so you need to do this for the _ long term, so you need to do this for the flight home —— artemis mission — for the flight home -- artemis mission. , , ., for the flight home -- artemis mission, , ., ., , ., mission. just on the details, we are sa in: it mission. just on the details, we are saying it could _ mission. just on the details, we are saying it could happen _ mission. just on the details, we are saying it could happen today, i mission. just on the details, we are saying it could happen today, so i saying it could happen today, so what are the parameters around that? is it likely today or is it weather dependent?— is it likely today or is it weather deendent? ~' , ., ., . , dependent? likely today and launches are alwa s dependent? likely today and launches are always weather _ dependent? likely today and launches are always weather dependent. - dependent? likely today and launches are always weather dependent. if i are always weather dependent. if it's a _ are always weather dependent. if it's a critical mission, there is normally— it's a critical mission, there is normally a _ it's a critical mission, there is normally a narrow launch window because — normally a narrow launch window because this is a test they have flexibility— because this is a test they have flexibility so they won't launch until— flexibility so they won't launch until they're confident in their systems— until they're confident in their systems and the readings they go back all— systems and the readings they go back all looking good. they say today— back all looking good. they say today there is a decent chance. do we today there is a decent chance. we know today there is a decent chance. drr we know approximately when? today there is a decent chance. do i we know approximately when? about 12 gmt. we we know approximately when? about 12 gmt- we talk — we know approximately when? about 12 gmt. we talk about — we know approximately when? about 12

gmt. we talk about the _ we know approximately when? about 12 gmt. we talk about the commercial i gmt. we talk about the commercial aspects _ gmt. we talk about the commercial aspects but going to the moon in our lifetimes, _ aspects but going to the moon in our lifetimes, the inspirational aspect of that, _ lifetimes, the inspirational aspect of that, which is a huge endeavour involving _ of that, which is a huge endeavour involving many people, notjust in spacex— involving many people, notjust in spacex is— involving many people, notjust in spacex is the art in this programme has a _ spacex is the art in this programme has a chance to be inspirational to a whole _ has a chance to be inspirational to a whole new generation. carol has a chance to be inspirational to a whole new generation.— a whole new generation. carol is listenin: a whole new generation. carol is listening to _ a whole new generation. carol is listening to everything _ a whole new generation. carol is listening to everything you i a whole new generation. carol is listening to everything you are i listening to everything you are saying, so what is the perfect weather for a space launch? {leer weather for a space launch? clear skies, no rain, _ weather for a space launch? clear skies, no rain, and _ weather for a space launch? clear skies, no rain, and not _ weather for a space launch? clear skies, no rain, and not too - weather for a space launch? clear skies, no rain, and not too cold. it will be _ skies, no rain, and not too cold. it will be launching from texas, so it should _ will be launching from texas, so it should be — will be launching from texas, so it should be ok at this time of year. and carol— should be ok at this time of year. and carol is — should be ok at this time of year. and carol is thinking, please don't ask me the weather in texas at midday today because she hasn't had a chance to research it. you midday today because she hasn't had a chance to research it.— a chance to research it. you are absolutely _ a chance to research it. you are absolutely right. _ a chance to research it. you are absolutely right. that's - a chance to research it. you are absolutely right. that's exactly| absolutely right. that's exactly what _ absolutely right. that's exactly what i — absolutely right. that's exactly what i was _ absolutely right. that's exactly what i was thinking _ absolutely right. that's exactly what i was thinking and - absolutely right. that's exactly what i was thinking and i- absolutely right. that's exactly what i was thinking and i havel absolutely right. that's exactly. what i was thinking and i have had absolutely right. that's exactly- what i was thinking and i have had a chance _ what i was thinking and i have had a chance to _ what i was thinking and i have had a chance to look _ what i was thinking and i have had a chance to look. the _ what i was thinking and i have had a chance to look. the weather- what i was thinking and i have had a chance to look. the weather here i chance to look. the weather here has been pretty— chance to look. the weather here has been pretty wet — chance to look. the weather here has been pretty wet and _ chance to look. the weather here has been pretty wet and in _ chance to look. the weather here has been pretty wet and in north - chance to look. the weather here has been pretty wet and in north wales . been pretty wet and in north wales we've _ been pretty wet and in north wales we've had _ been pretty wet and in north wales we've had just _ been pretty wet and in north wales we've had just over— been pretty wet and in north wales we've had just over 102 _ been pretty wet and in north wales we've had just over 102 millimetres of rainfall_ we've had just over 102 millimetres of rainfall in— we've had just over 102 millimetres of rainfall in the _ we've had just over 102 millimetres of rainfall in the last _ we've had just over 102 millimetres of rainfall in the last 24 _ we've had just over 102 millimetres of rainfall in the last 24 hours i of rainfall in the last 24 hours until— of rainfall in the last 24 hours until six— of rainfall in the last 24 hours until six o'clock— of rainfall in the last 24 hours until six o'clock this _ of rainfall in the last 24 hours until six o'clock this morning, which — until six o'clock this morning, which is — until six o'clock this morning, which is nearly— until six o'clock this morning, which is nearly half— until six o'clock this morning, which is nearly half the - until six o'clock this morning, i

which is nearly half the average march — which is nearly half the average march rainfall. _ which is nearly half the average march rainfall. we _ which is nearly half the average march rainfall. we have - which is nearly half the average march rainfall. we have more l which is nearly half the average . march rainfall. we have more rain which is nearly half the average - march rainfall. we have more rain on the cards _ march rainfall. we have more rain on the cards today— march rainfall. we have more rain on the cards today and _ march rainfall. we have more rain on the cards today and scattered - the cards today and scattered showers _ the cards today and scattered showers in _ the cards today and scattered showers in the _ the cards today and scattered showers in the south - the cards today and scattered showers in the south and - the cards today and scattered showers in the south and rain pushing — showers in the south and rain pushing north _ showers in the south and rain pushing north across - showers in the south and raini pushing north across northern iretahd — pushing north across northern iretahd and _ pushing north across northern ireland and northern - pushing north across northern ireland and northern england. pushing north across northern i ireland and northern england and also into— ireland and northern england and also into southern _ ireland and northern england and also into southern scotland. - ireland and northern england and also into southern scotland. it'si also into southern scotland. it's already— also into southern scotland. it's already clear _ also into southern scotland. it's already clear to _ also into southern scotland. it's already clear to wales - also into southern scotland. it's already clear to wales but - also into southern scotland. it's already clear to wales but we i also into southern scotland. it's i already clear to wales but we have another _ already clear to wales but we have another weather _ already clear to wales but we have another weather front _ already clear to wales but we have another weather front coming - already clear to wales but we have another weather front coming in i another weather front coming in introducing _ another weather front coming in introducing further— another weather front coming in introducing further showers. - another weather front coming in . introducing further showers. quite another weather front coming in - introducing further showers. quite a lot introducing further showers. quite a tot of— introducing further showers. quite a tot of cloud — introducing further showers. quite a lot of cloud for _ introducing further showers. quite a lot of cloud for some _ introducing further showers. quite a lot of cloud for some of— introducing further showers. quite a lot of cloud for some of us - introducing further showers. quite a lot of cloud for some of us in - introducing further showers. quite a lot of cloud for some of us in the - lot of cloud for some of us in the west, _ lot of cloud for some of us in the west. brighter— lot of cloud for some of us in the west, brighter skies _ lot of cloud for some of us in the west, brighter skies and - lot of cloud for some of us in the west, brighter skies and dry - lot of cloud for some of us in the west, brighter skies and dry in l lot of cloud for some of us in the l west, brighter skies and dry in the south-east— west, brighter skies and dry in the south—east but— west, brighter skies and dry in the south—east but you _ west, brighter skies and dry in the south—east but you can _ west, brighter skies and dry in the south—east but you can see - west, brighter skies and dry in the south—east but you can see the - south—east but you can see the showers — south—east but you can see the showers witt _ south—east but you can see the showers will push _ south—east but you can see the showers will push in _ south—east but you can see the showers will push in as - south—east but you can see the showers will push in as we - south—east but you can see the | showers will push in as we head through— showers will push in as we head through the _ showers will push in as we head through the course _ showers will push in as we head through the course of— showers will push in as we head through the course of the - showers will push in as we head through the course of the day. showers will push in as we head | through the course of the day as showers will push in as we head - through the course of the day as the rain cohtihues — through the course of the day as the rain continues to _ through the course of the day as the rain continues to migrate _ through the course of the day as the rain continues to migrate north - through the course of the day as the rain continues to migrate north and i rain continues to migrate north and the far— rain continues to migrate north and the far north — rain continues to migrate north and the far north of _ rain continues to migrate north and the far north of scotland _ rain continues to migrate north and the far north of scotland is - rain continues to migrate north and the far north of scotland is drier- the far north of scotland is drier and hot — the far north of scotland is drier and hot as— the far north of scotland is drier and not as windy _ the far north of scotland is drier and not as windy as _ the far north of scotland is drier and not as windy as yesterday. the far north of scotland is drier- and not as windy as yesterday but it will be _ and not as windy as yesterday but it will be a _ and not as windy as yesterday but it will be a breezy— and not as windy as yesterday but it will be a breezy day _ and not as windy as yesterday but it will be a breezy day today— and not as windy as yesterday but it will be a breezy day today with - will be a breezy day today with temperatures _ will be a breezy day today with temperatures in _ will be a breezy day today with temperatures in prolonged - will be a breezy day today with - temperatures in prolonged sunshine in the _ temperatures in prolonged sunshine in the south—east _ temperatures in prolonged sunshine in the south—east getting _ temperatures in prolonged sunshine in the south—east getting up - temperatures in prolonged sunshine in the south—east getting up to - temperatures in prolonged sunshine in the south—east getting up to 16 l in the south—east getting up to 16 or 17— in the south—east getting up to 16 or 17 degrees _ in the south—east getting up to 16 or 17 degrees. as _ in the south—east getting up to 16 or 17 degrees. as we _ in the south—east getting up to 16 or 17 degrees. as we head - in the south—east getting up to 16| or 17 degrees. as we head through the evening — or 17 degrees. as we head through the evening and _ or 17 degrees. as we head through the evening and overnight, - or 17 degrees. as we head through the evening and overnight, the - or 17 degrees. as we head through i the evening and overnight, the band of rain _ the evening and overnight, the band of rain starts — the evening and overnight, the band of rain starts to _ the evening and overnight, the band of rain starts to slip _ the evening and overnight, the band of rain starts to slip further - the evening and overnight, the band of rain starts to slip further south i of rain starts to slip further south and again— of rain starts to slip further south and again irr— of rain starts to slip further south and again in the _ of rain starts to slip further south and again in the south— of rain starts to slip further south and again in the south we - of rain starts to slip further south and again in the south we are - and again in the south we are looking — and again in the south we are looking at— and again in the south we are looking at clear— and again in the south we are looking at clear skies - and again in the south we are looking at clear skies and - and again in the south we are l looking at clear skies and then and again in the south we are - looking at clear skies and then we will have — looking at clear skies and then we will have showers _ looking at clear skies and then we will have showers coming - looking at clear skies and then we will have showers coming in - looking at clear skies and then we will have showers coming in from| looking at clear skies and then we i will have showers coming in from the south-west _ will have showers coming in from the south-west and — will have showers coming in from the south—west and some _ will have showers coming in from the south—west and some brisk - will have showers coming in from the south—west and some brisk winds. i will have showers coming in from the i south—west and some brisk winds. the wind is _ south—west and some brisk winds. the wind is changing — south—west and some brisk winds. the wind is changing to— south—west and some brisk winds. the wind is changing to an _ south—west and some brisk winds. the wind is changing to an orderly- south—west and some brisk winds. the wind is changing to an orderly in - wind is changing to an orderly in the north— wind is changing to an orderly in the north of— wind is changing to an orderly in

the north of the _ wind is changing to an orderly in the north of the country- wind is changing to an orderly in the north of the country so - the north of the country so temperatures _ the north of the country so temperatures dipping - the north of the country so temperatures dipping a - the north of the country so temperatures dipping a biti the north of the country so - temperatures dipping a bit but in the south — temperatures dipping a bit but in the south it— temperatures dipping a bit but in the south it will— temperatures dipping a bit but in the south it will be _ temperatures dipping a bit but in the south it will be pretty - temperatures dipping a bit but in the south it will be pretty mild. i the south it will be pretty mild. the band — the south it will be pretty mild. the band of— the south it will be pretty mild. the band of rain— the south it will be pretty mild. the band of rain heads- the south it will be pretty mild. . the band of rain heads eastwards the south it will be pretty mild. - the band of rain heads eastwards and there witt— the band of rain heads eastwards and there will be — the band of rain heads eastwards and there will be showers _ the band of rain heads eastwards and there will be showers ahead, - the band of rain heads eastwards and there will be showers ahead, some i there will be showers ahead, some brighter— there will be showers ahead, some brighter spetts _ there will be showers ahead, some brighter spells in— there will be showers ahead, some brighter spells in behind _ there will be showers ahead, some brighter spells in behind it - there will be showers ahead, some brighter spells in behind it some i brighter spells in behind it some blustery— brighter spells in behind it some blustery weather— brighter spells in behind it some blustery weather again - brighter spells in behind it some blustery weather again but - brighter spells in behind it some| blustery weather again but some sunshine — blustery weather again but some sunshine around _ blustery weather again but some sunshine around and _ blustery weather again but some sunshine around and the - blustery weather again but some l sunshine around and the strongest winds— sunshine around and the strongest wihds witt— sunshine around and the strongest winds will be — sunshine around and the strongest winds will be across _ sunshine around and the strongest winds will be across the _ sunshine around and the strongest winds will be across the english i winds will be across the english chahhet— winds will be across the english channel and _ winds will be across the english channel and the _ winds will be across the english channel and the channel- winds will be across the english| channel and the channel islands winds will be across the english - channel and the channel islands and these _ channel and the channel islands and these are _ channel and the channel islands and these are our— channel and the channel islands and these are our temperatures, - channel and the channel islands and these are our temperatures, dipping a touch— these are our temperatures, dipping a touch but a top— these are our temperatures, dipping a touch but a top temperature - these are our temperatures, dipping a touch but a top temperature of - these are our temperatures, dipping a touch but a top temperature of 13. a touch but a top temperature of 13 or 14 _ a touch but a top temperature of 13 or 14 degrees _ a touch but a top temperature of 13 or 14 degrees— a touch but a top temperature of 13 or 14 degrees. thanks, see you later on. they've long been considered an enemy of gardeners everywhere but now a new campaign is hoping to give slugs and snails, something of an image makeover. the royal horticultural society wants us to challenge our 'negative perceptions' of the much—maligned creatures, by considering their contribution to the eco—system. our environment correspondent jonah fisher is at rhs wisley for us, jonah. we are all looking very carefully.

where are they? taste we are all looking very carefully. where are they?— we are all looking very carefully. where are they? we will find them in a minute. where are they? we will find them in a minute- it's— where are they? we will find them in a minute. it's a _ where are they? we will find them in a minute. it's a beautiful— where are they? we will find them in a minute. it's a beautiful morning - a minute. it's a beautiful morning at rhs _ a minute. it's a beautiful morning at rhs wisley and a definite sense that spring is in the air, and that is the _ that spring is in the air, and that is the time — that spring is in the air, and that is the time when gardeners around the country— is the time when gardeners around the country are starting to think about— the country are starting to think about putting seeds, seedlings on the ground and also the start of what _ the ground and also the start of what can— the ground and also the start of what can be a pretty deadly battle between _ what can be a pretty deadly battle between the gardener and the slug and between the gardener and the slug ahd shait, — between the gardener and the slug and snail, and the reason we are here _ and snail, and the reason we are here is— and snail, and the reason we are here is because the royal horticultural society are suggesting we rethink how we manage slugs and snails _ we rethink how we manage slugs and snails ih _ we rethink how we manage slugs and snails in our— we rethink how we manage slugs and snails in our gardens and andy salisbury— snails in our gardens and andy salisbury is here. you are looking under— salisbury is here. you are looking under the — salisbury is here. you are looking under the rocks. what have you found? — under the rocks. what have you found? �* ., , ., found? i've turned over this log in the wildlife _ found? i've turned over this log in the wildlife garden _ found? i've turned over this log in the wildlife garden found - found? i've turned over this log in the wildlife garden found a - found? i've turned over this log in | the wildlife garden found a number of species — the wildlife garden found a number of species of — the wildlife garden found a number of species of slugs _ the wildlife garden found a number of species of slugs that _ the wildlife garden found a number of species of slugs that are - the wildlife garden found a number of species of slugs that are found l of species of slugs that are found in typical— of species of slugs that are found in typical gardens. _ of species of slugs that are found in typical gardens. about - of species of slugs that are found in typical gardens. about 40 - of species of slugs that are found in typical gardens. about 40 odd | in typical gardens. about 40 odd species — in typical gardens. about 40 odd species you _ in typical gardens. about 40 odd species you might _ in typical gardens. about 40 odd species you might find. - in typical gardens. about 40 odd species you might find. you - in typical gardens. about 40 odd species you might find.— in typical gardens. about 40 odd species you might find. you are the head of plant _ species you might find. you are the head of plant healthier. _ species you might find. you are the head of plant healthier. surely - head of plant healthier. surely having — head of plant healthier. surely having lots of slugs in your garden cannot— having lots of slugs in your garden cannot be, — having lots of slugs in your garden

cannot be, they cannot coexist well with healthy plants.— with healthy plants. that's not uuite with healthy plants. that's not quite true- _ with healthy plants. that's not quite true. slugs _ with healthy plants. that's not quite true. slugs and - with healthy plants. that's not quite true. slugs and snails i with healthy plants. that's not| quite true. slugs and snails are useful— quite true. slugs and snails are useful for— quite true. slugs and snails are useful for a _ quite true. slugs and snails are useful for a healthy— quite true. slugs and snails are useful for a healthy garden. - quite true. slugs and snails are . useful for a healthy garden. many other— useful for a healthy garden. many other species _ useful for a healthy garden. many other species you _ useful for a healthy garden. many other species you find _ useful for a healthy garden. many other species you find in - useful for a healthy garden. many other species you find in the - useful for a healthy garden. many. other species you find in the garden don't _ other species you find in the garden don't damage — other species you find in the garden don't damage plants _ other species you find in the garden don't damage plants or— other species you find in the garden don't damage plants or damage - don't damage plants or damage because — don't damage plants or damage because they _ don't damage plants or damage because they are _ don't damage plants or damage because they are feeding - don't damage plants or damage because they are feeding on - don't damage plants or damage | because they are feeding on the rotting — because they are feeding on the rotting plant _ because they are feeding on the rotting plant material— because they are feeding on the rotting plant material and - because they are feeding on the rotting plant material and eveni rotting plant material and even rotting — rotting plant material and even rotting animal _ rotting plant material and even rotting animal material, - rotting plant material and even rotting animal material, and i rotting plant material and even. rotting animal material, and you ntight— rotting animal material, and you might find — rotting animal material, and you might find the _ rotting animal material, and you might find the slugs _ rotting animal material, and you might find the slugs are - rotting animal material, and you might find the slugs are helping | might find the slugs are helping recycle — might find the slugs are helping recycle it. — might find the slugs are helping recycle it. so _ might find the slugs are helping recycle it, so it's— might find the slugs are helping recycle it, so it's important- might find the slugs are helping recycle it, so it's important for. recycle it, so it's important for nutrient— recycle it, so it's important for nutrient recycling _ recycle it, so it's important for nutrient recycling in _ recycle it, so it's important for nutrient recycling in the - recycle it, so it's important fori nutrient recycling in the garden recycle it, so it's important for- nutrient recycling in the garden and they have _ nutrient recycling in the garden and they have lots — nutrient recycling in the garden and they have lots of _ nutrient recycling in the garden and they have lots of natural _ nutrient recycling in the garden and they have lots of natural enemies, i they have lots of natural enemies, beetles. _ they have lots of natural enemies, beetles. birds. _ they have lots of natural enemies, beetles, birds, the— they have lots of natural enemies, beetles, birds, the thrush, - they have lots of natural enemies, beetles, birds, the thrush, which. beetles, birds, the thrush, which feeds— beetles, birds, the thrush, which feeds on— beetles, birds, the thrush, which feeds on snails, _ beetles, birds, the thrush, which feeds on snails, so— beetles, birds, the thrush, which feeds on snails, so they - beetles, birds, the thrush, which feeds on snails, so they are - beetles, birds, the thrush, which feeds on snails, so they are vital| feeds on snails, so they are vital to the _ feeds on snails, so they are vital to the healthy— feeds on snails, so they are vital to the healthy balance _ feeds on snails, so they are vital to the healthy balance in - feeds on snails, so they are vital to the healthy balance in the - to the healthy balance in the garden _ to the healthy balance in the garden l— to the healthy balance in the carden. . . , to the healthy balance in the carden. ., , . ., garden. i was in my allotment in cardiff last _ garden. i was in my allotment in cardiff last weekend _ garden. i was in my allotment in cardiff last weekend and - garden. i was in my allotment in cardiff last weekend and i - garden. i was in my allotment in cardiff last weekend and i didn't| cardiff last weekend and i didn't know— cardiff last weekend and i didn't know i_ cardiff last weekend and i didn't know i was coming to speak to you and every— know i was coming to speak to you and every time i saw a slug, i picked — and every time i saw a slug, i picked up _ and every time i saw a slug, i picked up and ripped it apart and killed _ picked up and ripped it apart and killed it — picked up and ripped it apart and killed it because i don't want it eating — killed it because i don't want it eating my— killed it because i don't want it eating my plants, and across the country — eating my plants, and across the country there will be gardeners saying. — country there will be gardeners saying, you are mad, we have to stop these _ saying, you are mad, we have to stop these guys _ saying, you are mad, we have to stop these guys or— saying, you are mad, we have to stop these guys or they will eat everything we plant. as these guys or they will eat everything we plant.- these guys or they will eat everything we plant. as i said, it's not all slugs _ everything we plant. as i said, it's not all slugs but _ everything we plant. as i said, it's not all slugs but there _ everything we plant. as i said, it's not all slugs but there are - everything we plant. as i said, it's not all slugs but there are some i not all slugs but there are some slugs _ not all slugs but there are some slugs and —

not all slugs but there are some slugs and snails _ not all slugs but there are some slugs and snails which _ not all slugs but there are some slugs and snails which eat - not all slugs but there are some i slugs and snails which eat plants, so we _ slugs and snails which eat plants, so we recommend _ slugs and snails which eat plants, so we recommend you _ slugs and snails which eat plants, so we recommend you take - slugs and snails which eat plants, so we recommend you take some i slugs and snails which eat plants, - so we recommend you take some steps to try— so we recommend you take some steps to try and _ so we recommend you take some steps to try and manage — so we recommend you take some steps to try and manage the _ so we recommend you take some steps to try and manage the problem - so we recommend you take some steps to try and manage the problem and - to try and manage the problem and accept _ to try and manage the problem and accept a _ to try and manage the problem and accept a bit — to try and manage the problem and accept a bit of— to try and manage the problem and accept a bit of damage _ to try and manage the problem and accept a bit of damage and - to try and manage the problem and accept a bit of damage and a - to try and manage the problem and accept a bit of damage and a few i accept a bit of damage and a few holes _ accept a bit of damage and a few holes in — accept a bit of damage and a few holes in a — accept a bit of damage and a few holes in a leaf _ accept a bit of damage and a few holes in a leaf is _ accept a bit of damage and a few holes in a leaf is not _ accept a bit of damage and a few holes in a leaf is not going - accept a bit of damage and a few holes in a leaf is not going to - accept a bit of damage and a few holes in a leaf is not going to killi holes in a leaf is not going to kill the plant — holes in a leaf is not going to kill the plant or— holes in a leaf is not going to kill the plant or make _ holes in a leaf is not going to kill the plant or make it— holes in a leaf is not going to kill the plant or make it not- holes in a leaf is not going to kill the plant or make it not produce| the plant or make it not produce much _ the plant or make it not produce much in — the plant or make it not produce much in the _ the plant or make it not produce much in the way— the plant or make it not produce much in the way of _ the plant or make it not produce much in the way of a _ the plant or make it not produce much in the way of a crop, - the plant or make it not produce much in the way of a crop, but l the plant or make it not produce . much in the way of a crop, but you may— much in the way of a crop, but you may need — much in the way of a crop, but you may need to — much in the way of a crop, but you may need to remove _ much in the way of a crop, but you may need to remove them - much in the way of a crop, but you may need to remove them to - much in the way of a crop, but you may need to remove them to the i may need to remove them to the compost — may need to remove them to the compost heap. _ may need to remove them to the compost heap, and _ may need to remove them to the compost heap, and the _ may need to remove them to the compost heap, and the balance i may need to remove them to the| compost heap, and the balance is key. _ compost heap, and the balance is key. accepting _ compost heap, and the balance is key, accepting some _ compost heap, and the balance is key, accepting some slugs, - compost heap, and the balance is key, accepting some slugs, if- compost heap, and the balance is key, accepting some slugs, if youi key, accepting some slugs, if you don't, _ key, accepting some slugs, if you don't. you — key, accepting some slugs, if you don't. you won't— key, accepting some slugs, if you don't, you won't have _ key, accepting some slugs, if you don't, you won't have the - key, accepting some slugs, if you don't, you won't have the natural| don't, you won't have the natural enemies — don't, you won't have the natural enemies and _ don't, you won't have the natural enemies and you _ don't, you won't have the natural enemies and you might - don't, you won't have the natural enemies and you might not - don't, you won't have the natural enemies and you might not get l don't, you won't have the natural. enemies and you might not get the balance _ enemies and you might not get the balance. ~ . ,., enemies and you might not get the balance. ~ . ., , ., ~ balance. what sort of things work in terms of keeping — balance. what sort of things work in terms of keeping slugs _ balance. what sort of things work in terms of keeping slugs out - balance. what sort of things work in terms of keeping slugs out withoutl terms of keeping slugs out without necessarily killing them? the terms of keeping slugs out without necessarily killing them?— necessarily killing them? the first thin is to necessarily killing them? the first thing is to maybe _ necessarily killing them? the first thing is to maybe not _ necessarily killing them? the first thing is to maybe not think - necessarily killing them? the first thing is to maybe not think about | thing is to maybe not think about keeping — thing is to maybe not think about keeping them _ thing is to maybe not think about keeping them mountain- thing is to maybe not think about keeping them mountain entirelyi thing is to maybe not think about. keeping them mountain entirely and accepting _ keeping them mountain entirely and accepting a — keeping them mountain entirely and accepting a bit— keeping them mountain entirely and accepting a bit of— keeping them mountain entirely and accepting a bit of damage _ keeping them mountain entirely and accepting a bit of damage and - keeping them mountain entirely and accepting a bit of damage and get. accepting a bit of damage and get the natural— accepting a bit of damage and get the natural enemies _ accepting a bit of damage and get the natural enemies going - accepting a bit of damage and get the natural enemies going but- accepting a bit of damage and get| the natural enemies going but you can also— the natural enemies going but you can also try— the natural enemies going but you can also try some _ the natural enemies going but you can also try some of— the natural enemies going but you can also try some of the _ the natural enemies going but you can also try some of the barriers l can also try some of the barriers and maybe — can also try some of the barriers and maybe grow— can also try some of the barriers and maybe grow on _ can also try some of the barriers and maybe grow on your- can also try some of the barriers and maybe grow on your plantsi can also try some of the barriers| and maybe grow on your plants a can also try some of the barriers - and maybe grow on your plants a bit more _ and maybe grow on your plants a bit more so _ and maybe grow on your plants a bit more so they— and maybe grow on your plants a bit more so they can _ and maybe grow on your plants a bit more so they can cope _ and maybe grow on your plants a bit more so they can cope with - and maybe grow on your plants a bit more so they can cope with the - more so they can cope with the damage — more so they can cope with the damage and _ more so they can cope with the damage and any— more so they can cope with the damage and any slugs - more so they can cope with the damage and any slugs and - more so they can cope with the . damage and any slugs and snails. more so they can cope with the - damage and any slugs and snails. i’m“ damage and any slugs and snails. i'm auoin damage and any slugs and snails. [int --oin to damage and any slugs and snails. going to say slug pellets are a no-no~ — going to say slug pellets are a no-no. , , , going to say slug pellets are a no-no. , ._ , ., �* going to say slug pellets are a no-no. , , ., �* _, no-no. these days we don't recommend them because — no-no. these days we don't recommend them because they _ no-no. these days we don't recommend them because they have _ no-no. these days we don't recommend them because they have effects. - no-no. these days we don't recommend them because they have effects. they i them because they have effects. they not only— them because they have effects. they not only kill _ them because they have effects. they not only kill the —

them because they have effects. they not only kill the slugs _ them because they have effects. they not only kill the slugs that _ them because they have effects. they not only kill the slugs that might - not only kill the slugs that might damage — not only kill the slugs that might damage your— not only kill the slugs that might damage your plants _ not only kill the slugs that might damage your plants but - not only kill the slugs that might damage your plants but they - not only kill the slugs that might damage your plants but they will kill all— damage your plants but they will kill all of— damage your plants but they will kill all of the _ damage your plants but they will kill all of the other— damage your plants but they will kill all of the other slugs - damage your plants but they will kill all of the other slugs which l kill all of the other slugs which are useful— kill all of the other slugs which are useful in _ kill all of the other slugs which are useful in the _ kill all of the other slugs which are useful in the garden - kill all of the other slugs which are useful in the garden and i are useful in the garden and potentially _ are useful in the garden and potentially there _ are useful in the garden and potentially there are - are useful in the garden and potentially there are effect i are useful in the garden and i potentially there are effect on other— potentially there are effect on other organisms. _ potentially there are effect on other organisms. this- potentially there are effect on other organisms.— potentially there are effect on other organisms. this is, to be frank, a massive _ other organisms. this is, to be frank, a massive rebrand - other organisms. this is, to be frank, a massive rebrand you l other organisms. this is, to be l frank, a massive rebrand you are attempting — frank, a massive rebrand you are attempting to turn what is not the most _ attempting to turn what is not the most beautiful creature, can i say that, _ most beautiful creature, can i say that, and — most beautiful creature, can i say that, and something which devastates crops. _ that, and something which devastates crops, into _ that, and something which devastates crops, into something we will actually— crops, into something we will actually love.— crops, into something we will actually love. crops, into something we will actuall love. ., . ., actually love. you look at some of the colours _ actually love. you look at some of the colours here _ actually love. you look at some of the colours here and _ actually love. you look at some of the colours here and see - actually love. you look at some of the colours here and see the - actually love. you look at some of the colours here and see the nice| the colours here and see the nice yellow— the colours here and see the nice yellow slug — the colours here and see the nice yellow slug on _ the colours here and see the nice yellow slug on the _ the colours here and see the nice yellow slug on the top _ the colours here and see the nice yellow slug on the top and - the colours here and see the nice yellow slug on the top and there i the colours here and see the nice i yellow slug on the top and there are leopard _ yellow slug on the top and there are leopard slugs — yellow slug on the top and there are leopard slugs with _ yellow slug on the top and there are leopard slugs with patterns - yellow slug on the top and there are leopard slugs with patterns like - yellow slug on the top and there are leopard slugs with patterns like the| leopard slugs with patterns like the name _ leopard slugs with patterns like the name suggests— leopard slugs with patterns like the name suggests and _ leopard slugs with patterns like the name suggests and you _ leopard slugs with patterns like the name suggests and you can- leopard slugs with patterns like the name suggests and you can look. leopard slugs with patterns like the i name suggests and you can look into the 100 _ name suggests and you can look into the 100 species— name suggests and you can look into the 100 species of— name suggests and you can look into the 100 species of snail— name suggests and you can look into the 100 species of snail in _ name suggests and you can look into the 100 species of snail in the - name suggests and you can look into the 100 species of snail in the uk. i the 100 species of snail in the uk. there _ the 100 species of snail in the uk. there are — the 100 species of snail in the uk. there are some _ the 100 species of snail in the uk. there are some fascinating - the 100 species of snail in the uk. i there are some fascinating patterns out there _ there are some fascinating patterns out there and — there are some fascinating patterns out there and they _ there are some fascinating patterns out there and they are _ there are some fascinating patterns out there and they are part - there are some fascinating patterns out there and they are part of - there are some fascinating patterns out there and they are part of the l out there and they are part of the garden _ out there and they are part of the garden and — out there and they are part of the garden and a _ out there and they are part of the garden and a healthy _ out there and they are part of the garden and a healthy garden. - out there and they are part of the . garden and a healthy garden. andy, thank ou garden and a healthy garden. andy, thank you so _ garden and a healthy garden. andy, thank you so much _ garden and a healthy garden. andy, thank you so much for— garden and a healthy garden. andy, thank you so much for showing - garden and a healthy garden. andy, thank you so much for showing us i thank you so much for showing us your— thank you so much for showing us your slug — thank you so much for showing us your slug collection. there you are, something — your slug collection. there you are, something for gardeners to think about— something for gardeners to think about this morning on the next few weeks _ about this morning on the next few weeks. perhaps it is time to reappraise how you approach and deal with the _ reappraise how you approach and deal with the slugs and snails in your garden — with the slugs and snails in your carden. ., , with the slugs and snails in your carden. . , , .,

garden. really interesting. i was auoin to garden. really interesting. i was going to say. — garden. really interesting. i was going to say. if _ garden. really interesting. i was going to say. if you _ garden. really interesting. i was going to say, if you have - garden. really interesting. i was| going to say, if you have pictures of slugs, send them in. what do you think about that?— think about that? don't. don't do it. no think about that? don't. don't do it- no point- _ time now to get the news, travel and weather where you are. hello, good morning, you#re watching bbc london, hello, good morning, you're watching bbc london, i'm frankie mccamley. more than 700 investigations have been launched by the metropolitan police following calls from the public to an anti—corruption hotline. a series of scandals led the met to be the first force to start using the service. but that is now being rolled out across the uk to all forces, either online or by phone and will be run by the independent charity crimestoppers. leaseholders have told bbc london that rising service charges have left them feeling "trapped". the government says it's bringing in new laws that will protect residents. but lewis told bbc london that his service charge increased by 400% in a year and he now pays over £600 a month towards

the upkeep of his building. it's just fear now and anxiety. we just don't have the money to pay it. so at the minute, we have no joint savings left. we're dipping into credit cards to pay for shopping, etc. and it's yeah, we'rejust left in our overd rafts at the end of every month. if you've got some time to spare this morning then head to the tower of london where the royal marines will perform the ceremony of the constable's dues. it's an ancient tradition that can be indirectly traced back at least 700 years when ships visiting london would have to make a payment to the constable. this year it will involve a helicopter and three royal marine offshore raiding craft. there are a lot of issues on the tubes this morning. part suspensions on the metropolitan, northern and overground and minor delays

on the piccadilly lines so do check before you travel. now onto the weather with kawser. hello. good morning. well, we're looking at a mostly dry day today, especially during the morning with some good spells of sunshine around. cloud will build later in the afternoon, though, and there is a chance of some scattered showers arriving in, too, on a brisk southwesterly winds. so it will be quite a breezy day today. but in the sunshine, a mild day. temperatures quite widely reaching around the mid—teens, maybe up to 16 or 17 celsius. but you can see those showers into the afternoon and into the evening. there will be further showers, one or two heavy ones at times, a lot of cloud around, one or two clearer spells. but it does remain breezy overnight and mild as well. temperatures holding up at around 9 to 11 celsius, so noticeably mild to start the day tomorrow. it does look quite unsettled into friday and into the weekend as well. with low pressure nearby. there will be sunshine and scattered showers in store on friday and temperatures still on the mild side, but becoming a bit cooler as we look ahead to saturday, largely dry during the day on saturday.

but there is a chance of some rain to arrive later. and that's your forecast. before i go, if you fancy a bit of light reading this morning then head to our website to find out more about the intergalactic space warrior count binface who is standing in this year's mayoral election as, in his words, it's time to "take the trash out". he also wants a cap on the price of croissants and ceefax to be brought back. on that note, i'll see you in half an hour. good morning, welcome to breakfast with naga munchetty and charlie stayt. our headlines today. a new government definition of extremism will be used to cut ties or funding to certain organisations. diane abbott accuses both the conservatives and labour of failing to tackle racism in politics after alleged racist comments were made

about her by a tory donor. the increasing cost of car repairs and parts means many drivers are putting off essential repairs and maintenance. i am at this garage to find out what it could be a false economy and add a lot to your final bill. can you solve the riddle of this picture from security agency gchq? if so, you mightjust have the skills to be recruited as a spy. we'll have more later. in sport. the undisputed king of cheltenham willie mullins celebrates his 100th winner at the festival and it's a family affair as his son patrick wins the race that brings up this history making milestone. good morning. rain across the northern half of the country continuing to push north through the day, here it is going to be less windy than yesterday and after a dry

start in the east showers in the west are going to drift eastwards during the day, it will be breezy here but mild. all of the details later. it's thursday the 14th of march. the government is setting out a new definition of extremism, as part of its pledge to tackle what it calls the "increased threat" to the uk. the new terminology will be used to assess whether groups are eligible to receive public funding or support. our political correspondent damian grammaticas reports. the aftermath of the october 7th attacks on israel, the government says, has been increasing concern about radicalisation here in this country. so it's come up with this new definition of extremism, saying it means the promotion or advancement of an ideology based on violence, hatred or intolerance that aims to negate or destroy the fundamental rights and freedoms of others, undermine the uk's system of democracy and democratic rights, or intentionally create a permissive

environment for others to do that. this month outside downing street, rishi sunak promised robust action. we will redouble our support for the prevent programme to stop young minds being poisoned by extremism. we will demand that universities stop extremist activity on campus. we will also act to prevent people entering this country whose aim is to undermine its values. this isn't a new legal standard, but his government will draw up a list of extremist groups. islamists and neo—nazis, it says, whose actions, while not illegal, are deemed threatening. some conservatives worry it could impinge on ourfreedoms. radical islamists pose a serious threat to our nation's security. and i agree with my right honourable friend that we must urgently address this. but reports that the government wishes to broaden the definition of extremism are concerning because in separating the definition of extremism from actual violence and harm, we may criminalise people with a wide range of legitimate views and have a chilling effect

on free speech. this is absolutely not about silencing those with private and peaceful beliefs, nor will it impact free speech. the government insists the bar will be high so individuals attending marches won't be named, religious beliefs and strongly held convictions will be unaffected. but it says groups seeking to organise events that aim to subvert democracy will be listed, denied official meetings and funding so they can be identified and marginalised. critics say the government should be seeking a broad consensus, not deciding on its own what constitutes extremism. damian grammaticus, bbc news. we're joined now by chief political correspondent henry zeffman. morning, correspondent henry zeffman. henry. let's be very about morning, henry. let's be very clear about a few things. the government has come up with a new definition, this is not a legal definition, it's

not a dictionary definition, clearly, so the question out there really, is, in practice, what difference does it make? that's riaht, difference does it make? that's right. this _ difference does it make? that's right. this is — difference does it make? that's right, this is not _ difference does it make? that's right, this is not a _ difference does it make? that's right, this is not a new- difference does it make? that's right, this is not a new law, - difference does it make? that's right, this is not a new law, but what the government intends this new definition, this updated definition to do is change who notjust central government but also local government and other public authorities interact with. which organisations they talk to and how they use them. we know the government has been very concerned about extremism because we saw that speech that rishi sunak decided to make a couple of friday nights ago outside downing street. you can probably group the political concerns about this into two categories. one group that worry that this whole process will create further division, you have heard that from the archbishops of canterbury and york, three former home secretaries who are worried about the politicisation of this

issue and some labour mps. there is another group principally on the right of the conservative party who worry about the chilling effect on free speech, worrying that groups like anti—abortion campaigners could be covered by this. the government say that is not the case, they are setting a high bar to define extremism and we will hear more from michael gove later. flick extremism and we will hear more from michael gove later.— michael gove later. pick up on events on _ michael gove later. pick up on events on the _ michael gove later. pick up on events on the commons - michael gove later. pick up on - events on the commons following these alleged comments by a tory donor that diane abbott made him want to hate all black women. deemed by many to be racist comments. in the commons yesterday diane abbott listened while everyone talked about what was said, she wasn't asked to comment, but she has spoken to one of the papers, tell us about that. this row has really dominated the political week, and it has certainly

dominated prime minister's questions yesterday. sir keir starmer use most of his time to ask rishi sunak to comment on those comments by frank hester, the tory donor. diane abbott indicated to sarah lindsay oil that she wanted to ask a question, that is done by bobbing, standing up at the end of the prime minister's answer's, she did it more than 40 times but she wasn't called upon to ask a question. a lot of people thought that was extremely strange. she nevertheless ended up having her say via articles in the independent and guardian newspaper last night. she accused the conservatives of playing the race card as she termed it in the run—up to the general election, it's also clear that she's not happy with the labour party. worth remembering she was elected as a labour mp at as 1987, she has been a labour mp at as 1987, she has been a labour mpfor a labour mp at as 1987, she has been a labour mp for most of her career

but she has been suspended from the parliamentary labour party for almost a year. there is more pressure on the labour party to speed up her case to readmit her or kick her out for good in light of this. ., ~ kick her out for good in light of this. . ,, , ., kick her out for good in light of this. ., ~' , ., , kick her out for good in light of this. . ,, i. , . kick her out for good in light of this. ., ~ ,, , . ., this. thank you very much more stories for— this. thank you very much more stories for us, _ this. thank you very much more stories for us, naga, _ this. thank you very much more stories for us, naga, the - this. thank you very much more stories for us, naga, the first i stories for us, naga, the first related to the trust in the police force. police forces across the uk are launching a new anti—corruption hotline, which can be used by the public to report concerns about officers and volunteers. it follows the success of a similar scheme by the metropolitan police which saw more than 700 investigations opened into the conduct of staff members. our reporter nicky schiller has more. a series of scandals, including the murder of sarah everard by serving officer wayne couzens, and serial rapist david carrick carrying out his crimes whilst he was a police officer, severely damaged the metropolitan police's reputation and led it to become the first force to trial the anti—corruption hotline in november 2022. it is now being rolled

out nationally. run by the charity crimestoppers, it allows anyone to report concerns about corrupt, abusive or criminal police officers and staff. reports can be made online or by phone, and people can choose to remain anonymous. any information will be passed to the relevant force for assessment and may lead to an investigation. since it launched in november 2022, the met has had more than 2,800 online reports and calls made to the service. that information led to 728 investigations. last month, an independent review found a series of red flags were missed about wayne couzens and police chiefs acknowledged scandals like sarah everard's murder have impacted the trust the public have in policing and the ability to identify wrongdoing within their own ranks. well, trust in the police is the lowest level it's ever been, so having a new independent hotline is extremely important to give

people confidence to report wrongdoing by police officers. so they have a degree of confidence that the matter will be looked at independently and assessed and the police will not be marking their own homework. the government agrees that public confidence in the police has been severely damaged. marking the launch of the hotline, the minister for policing, chris philp, said "there can be no stone left unturned in our efforts to clean up the workforce and culture and rebuild trust." he added he hoped the service would give people the confidence to challenge the behaviour of officers who fall below the high standards the public deserve. nicky schiller, bbc news. the israeli military says it plans to move a significant portion of palestinians sheltering in rafah, towards humanitarian islands in the centre of the territory. there are currently 1.4 million people living in the city, which is gaza's main entry point for aid. our middle east correspondent

anna fosterjoins us now. anna, good morning to you. aid is what everyone is talking about now because there are so many people who are desperate for food, medicines. good morning, naga. that's absolutely right. when you look at rafah, that city right in the southern end of the gaza strip, that's where more than half of gaza's population are sheltering. they have left their home, most of them are living in tents, they don't have water, medical supplies, food, all of these things are in desperately short supply. what israel have said if they need to carry out a ground offensive in rafah to achieve their stated aim of fully removing hamas run gaza. they still haven't managed to locate the top leadership, and that's where they think they are. when they talk about these humanitarian islands, this is the first indication of how they might carry out a big military operation there while also trying to protect the civilian population.

islands is an interesting word because the centre of the gaza strip where they are talking about moving them to is a wasteland now, this is a place that has been repeatedly battered by ground and air attacks by israeli forces for months so these really would be islands. we don't know too much detail, the us secretary of state antony blinken said last night he had not been shown a plan yet but he would want to see one before any military action commenced. on the point of aid, we are watching this aid boat which is coming, the first time aid would be delivered by sea to gaza, approaching the coast but that will be worth watching over the next couple of days, it will be a difficult and delicate operation not just to unload the aid but distribute it safely for all those people particularly in the north of gaza who really need it.— people particularly in the north of gaza who really need it. thank you for takinu gaza who really need it. thank you for taking us _ gaza who really need it. thank you for taking us through _ gaza who really need it. thank you for taking us through that. anna i for taking us through that. anna foster, our middle east correspondence. researchers say the number of middle—aged people dying from cancer in the uk, is at a 25—year low. a study from cancer research uk found deaths among 35 to 69—year—olds have fallen, thanks to screening,

better treatments and policies aimed at reducing smoking. the research also warns though that cases of the disease have risen sharply over the same period, due to otherfactors such as obesity. china has described a potential us ban of the social media platform tiktok as "an act of bullying." it comes after the house of representatives overwhelmingly passed a bill that could force the apps chinese owners to sell—up or be barred from operating in the country, amid security fears. tiktok said it was committed to keeping its users' data secure. labour has set out plans to cap re—sale prices for concert tickets, to crackdown on people who buy them to list online at an inflated cost. sir keir starmer said access to music, art and theatre should not be "at the mercy of ruthless ticket touts". the government says it's already introduced tough enough measures. here's carol with the weather.

there has been quite a bit of rain, are we to expect some more? certainly has been and there is some more, not necessarily in the same places we have seen it but certainly more rain and showers is the forecast for today. the other thing about the weather today is that we are looking at its turning welder for a time and then we will take a dip in temperatures and it will turn a mile once again. a band of rain across —— turn mild once again. a band of rain across northern england and scotland pushing north, it will push north out of northern ireland. after a dry and bright start with some sunshine in central and eastern parts, some showers in the west will drift eastwards, fairly scattered, and we are looking at breezy conditions in england and wales. quite murky across cumbria, west

wales and parts of the south—west in those showers. temperatures ranging from six in lerwick to 16 possibly 17 depending on the sunshine in the south—east. this evening and overnight in the rain continues north for a time then starts to sink south. in the south we will have clear skies but then further showers coming in from the south—west. a windy night across england and wales but mild. cooler in the north as the wind changes to a northerly direction and then tomorrow at the rain pushes down towards the south—east, some showers ahead of it, and tomorrow is windy particularly through the english channel and the channel islands, in temperatures down a notch on today. thank you, carol. more drivers are putting off getting their cars fixed due to increasing and more costly repair bills. ben's at a garage in rochdale this morning.

probably going to get his hands dirty. everyone knows that feeling, worried about the costs. yes, and when you look at the engine and the complexity of it, of course you want the experts to be sorting out the problems and that is exactly what is going on here. andy is looking after this one. what's this car in for? . looking after this one. what's this car in for? , ., , . . car in for? this one is a failed in'ector car in for? this one is a failed injector belt. _ car in for? this one is a failed injector belt. the _ car in for? this one is a failed injector belt. the belt - car in for? this one is a failed injector belt. the belt gets i car in for? this one is a failed - injector belt. the belt gets weaker over time, and then we have to get it out of there which is the hardest bit. �* , . . ., . bit. i'm sure made a lot harder with me talking — bit. i'm sure made a lot harder with me talking to _ bit. i'm sure made a lot harder with me talking to you _ bit. i'm sure made a lot harder with me talking to you when _ bit. i'm sure made a lot harder with me talking to you when you - bit. i'm sure made a lot harder with me talking to you when you are - me talking to you when you are trying to work so i will let you carry on. there are a couple of other here and john is here, what is this info? . ,, ., , this info? excessive engine noise, we have looked _ this info? excessive engine noise, we have looked at _ this info? excessive engine noise, we have looked at it _ this info? excessive engine noise, we have looked at it and - this info? excessive engine noise, we have looked at it and we - this info? excessive engine noise, we have looked at it and we have| we have looked at it and we have seen that the pump has failed so we are going to change it. luckily the customer has topped the oil and water up so hopefully it has not caused any damage. brute water up so hopefully it has not caused any damage.—

water up so hopefully it has not caused any damage. we will let you car on. caused any damage. we will let you carry on- tommy — caused any damage. we will let you carry on. tommy is _ caused any damage. we will let you carry on. tommy is working - caused any damage. we will let you carry on. tommy is working on - caused any damage. we will let you carry on. tommy is working on that | carry on. tommy is working on that carry on. tommy is working on that car which was making a funny noise and the owner has done the right thing to bring it in and get it checked out. the thing is because of people not having money available to look after their cars properly, a lot of that people are scrimping and cutting back. when it comes to car repairs, inflation and cost of living pressures mean people are just putting it off. around half of garages say that people are delaying essential repairs or routine maintenance. according to them, something like 40% of vehicle owners are now sourcing their own parts to try and cut costs and this is a slightly worrying bit, or other very worrying, more than a quarter, 28% are trying to do diy repairs at home themselves which you should only really do if you are absolutely sure that you know what you're doing. let me show you some of the parts and how they should look. this engine here, that's a complete engine, a

healthy —looking engine, that's how it should look, but it needs to be maintained. let's find out from chris who is the owner of the garage here how big a problem it is. if you are not doing routine servicing and maintenance, you might think i'm not using the cart much, why is that the problem? brute using the cart much, why is that the roblem? ~ . ., , using the cart much, why is that the roblem? ~ , ., , ., ., problem? we see it really often now, --eole are problem? we see it really often now, people are not _ problem? we see it really often now, people are not changing _ problem? we see it really often now, people are not changing their- problem? we see it really often now, people are not changing their oil, - people are not changing their oil, there engine oil emulsify tzolis and clients —— regret it emulsify is and causes the engine disease. so the engines destroy themselves. so what is the problem _ engines destroy themselves. so what is the problem here? _ engines destroy themselves. so what is the problem here? because - engines destroy themselves. so what is the problem here? because the - engines destroy themselves. so what is the problem here? because the oil| is the problem here? because the oil has not been — is the problem here? because the oil has not been changed _ is the problem here? because the oil has not been changed it _ is the problem here? because the oil has not been changed it will - has not been changed it will emulsify and it does not lubricate the engine as it should do and we have a catastrophic engine failure. people say, all very well to say that but if prices were not so expensive, and repairs, they would get this stuff done under the servicing done, why is it so expensive? i servicing done, why is it so “pensive?— servicing done, why is it so expensive? servicing done, why is it so exensive? , . . , expensive? i understand that things have not expensive? i understand that things have got more _ expensive? i understand that things have got more expensive _ expensive? i understand that things have got more expensive but - have got more expensive but everything has gone up. our costs

have gone up, the cost of engine oil, we used to pay £250 and it is now £500 for a barrel of oil. electricity has gone through the roof and the cost of parts has gone up roof and the cost of parts has gone up so it has to be passed to a customer. up so it has to be passed to a customer-— up so it has to be passed to a customer. , .,, ,. , customer. some people say, you plug the machine — customer. some people say, you plug the machine in, _ customer. some people say, you plug the machine in, the _ customer. some people say, you plug the machine in, the diagnostic- the machine in, the diagnostic machine, it takes ten minutes and it costs £80, why do people charge that? i costs £80, why do people charge that? ., , ., , ., ., that? i do understand, it is a tough one. the diagnostic _ that? i do understand, it is a tough one. the diagnostic equipment - that? i do understand, it is a tough one. the diagnostic equipment is i one. the diagnostic equipment is massively expensive. we don't tend to charge to do a quick plug—in. for a quick diagnostic, nine times out of ten we will get a job out of it anyway so we don't charge. it is of ten we will get a job out of it anyway so we don't charge. it is a busy morning _ anyway so we don't charge. it is a busy morning here, _ anyway so we don't charge. it is a busy morning here, they - anyway so we don't charge. it is a busy morning here, they are - anyway so we don't charge. it is a busy morning here, they are all i busy morning here, they are all working away to get these cars are

sorted. it's the right thing to bring it to the experts. i don't know if you have ever taken an engine apart but ijust want to know if you have ever taken an engine apart but i just want to test your knowledge. we have some parts here. can you tell me what this is, charlie, naga, any idea? and here. can you tell me what this is, charlie, naga, any idea? and axel? is it the head? — charlie, naga, any idea? and axel? is it the head? i— charlie, naga, any idea? and axel? is it the head? i can't _ charlie, naga, any idea? and axel? is it the head? i can't see _ charlie, naga, any idea? and axel? is it the head? i can't see it, - charlie, naga, any idea? and axel? is it the head? i can't see it, can . is it the head? i can't see it, can ou is it the head? i can't see it, can you zoom _ is it the head? i can't see it, can you zoom in? — is it the head? i can't see it, can you zoom in? it's _ is it the head? i can't see it, can you zoom in? it's a _ is it the head? i can't see it, can you zoom in? it's a crankshaft. l is it the head? i can't see it, can l you zoom in? it's a crankshaft. of course, you zoom in? it's a crankshaft. of course. it — you zoom in? it's a crankshaft. of course. it was _ you zoom in? it's a crankshaft. of course, it was on _ you zoom in? it's a crankshaft. of course, it was on the _ you zoom in? it's a crankshaft. of course, it was on the tip - you zoom in? it's a crankshaft. of course, it was on the tip of- you zoom in? it's a crankshaft. of course, it was on the tip of my . course, it was on the tip of my tongue — course, it was on the tip of my tonaue. �* . , course, it was on the tip of my tonaue. �*, ,~ ., course, it was on the tip of my tonaue. h , . ., ., ., tongue. let's try another one. how about this? — tongue. let's try another one. how about this? there _ tongue. let's try another one. how about this? there are _ tongue. let's try another one. how about this? there are four- tongue. let's try another one. how about this? there are four of- tongue. let's try another one. how about this? there are four of these which should give you a clue. something to do with the tyres. suspension, it's the suspension arm. i'm suspension, it's the suspension arm. i'm not— suspension, it's the suspension arm. i'm not taking my car to either of you to come and those are the pistons. one more. this is the final one, redeem yourselves, what is this? . . ., ~ . ., this? the collaborator. alternator. -- carburettor- — this? the collaborator. alternator. -- carburettor. alternator. - this? the collaborator. alternator. -- carburettor. alternator. it - this? the collaborator. alternator. -- carburettor. alternator. it is . -- carburettor. alternator. it is the alternator. _

-- carburettor. alternator. it is the alternator. i _ -- carburettor. alternator. it is the alternator. i said _ -- carburettor. alternator. it is the alternator. i said it! - -- carburettor. alternator. it is the alternator. i said it! i- -- carburettor. alternator. it is the alternator. i said it! iwilli the alternator. i said it! iwill award you — the alternator. i said it! iwill award you both _ the alternator. i said it! iwill award you both spammers i the alternator. i said it! iwill award you both spammers of the alternator. i said it! iwill- award you both spammers of the morning. that is a cautionary tale, don't try and do your car repairs themselves. i would be fascinating to know —— fascinated to hear about your stories, to know —— fascinated to hear about yourstories, maybe to know —— fascinated to hear about your stories, maybe you have tried to do it yourself and left it with a big bill. that didn't go terrifically well for us. neither of us are trained mechanics. us. neither of us are trained mechanics-— us. neither of us are trained mechanics. . �* , �* . , , mechanics. that's it, ben has been there all morning _ mechanics. that's it, ben has been there all morning so _ mechanics. that's it, ben has been there all morning so he _ mechanics. that's it, ben has been there all morning so he had - mechanics. that's it, ben has been| there all morning so he had learned all this stuff, if we showed him this picture, he would not be so smart. he would not call us a spanner then! take a look at this picture, what do you see? if you can spot a secret code then you might have a new career as a spy ahead of you. this is british intelligence agency

gchq's latestjob advert which hopes to find future spies who can think outside the box. we will spend plenty of time looking at the image. we're joined by the artist who created it, justin eagleton, plus maths teacher and puzzle writer bobby seagull. this is your piece of work, justin? it is, right behind you.— it is, right behind you. bobby, maths whiz. — it is, right behind you. bobby, maths whiz, puzzle _ it is, right behind you. bobby, maths whiz, puzzle writer, - it is, right behind you. bobby, i maths whiz, puzzle writer, good morning. justin, it seems fair that if we put this image, your piece of art up on screen. it is if we put this image, your piece of art up on screen.— art up on screen. it is all around us. art up on screen. it is all around us- everybody — art up on screen. it is all around us. everybody watching - art up on screen. it is all around - us. everybody watching straightaway will be going. _ us. everybody watching straightaway will be going. i _ us. everybody watching straightaway will be going, i am _ us. everybody watching straightaway will be going, i am looking _ us. everybody watching straightaway will be going, i am looking for - us. everybody watching straightaway will be going, i am looking for the i will be going, i am looking for the clue, straightaway, i will be going, i am looking for the clue, straightaway, lam will be going, i am looking for the clue, straightaway, i am looking for the things in the that are going to mean some kind of project or message, can you tell us anything without giving us the answer? ltrul’eilii. without giving us the answer? well, i can uive without giving us the answer? well, i can give you _ without giving us the answer? well, i can give you some _ without giving us the answer? well, i can give you some clues. - without giving us the answer? well, i can give you some clues. go -

without giving us the answer? well, i can give you some clues. go on . i can give you some clues. go on then. i can give you some clues. go on then- things _ i can give you some clues. go on then. things like _ i can give you some clues. go on then. things like phonetic- then. things like phonetic alphabets. _ then. things like phonetic alphabets, you _ then. things like phonetic alphabets, you know, - then. things like phonetic. alphabets, you know, morse then. things like phonetic- alphabets, you know, morse code. alpha, bravo, charlie? yes. alphabets, you know, morse code. alpha, bravo, charlie? yes, anything related to that _ alpha, bravo, charlie? yes, anything related to that might _ alpha, bravo, charlie? yes, anything related to that might give _ alpha, bravo, charlie? yes, anything related to that might give you - alpha, bravo, charlie? yes, anything related to that might give you a - related to that might give you a clue. once you get the odd letter it spurs you on to look for another letter. . spurs you on to look for another letter. , . , , ., letter. the letters which spell out an answer l'm _ letter. the letters which spell out an answer i'm assuming, - letter. the letters which spell out an answer i'm assuming, you - letter. the letters which spell out | an answer i'm assuming, you know letter. the letters which spell out. an answer i'm assuming, you know if you look at a picture or you do something from left to right, or right to left, do you do that on is it all random and then you put the letters... �* . it all random and then you put the letters... 3 ., it all random and then you put the letters... �*, ., . ., it all random and then you put the letters... �*, ., ., ., ., it all random and then you put the letters... �*, ., ., , letters... it's as random as my brain. letters... it's as random as my brain- gcho — letters... it's as random as my brain. gchq asked _ letters... it's as random as my brain. gchq asked you - letters... it's as random as my brain. gchq asked you to - letters... it's as random as my brain. gchq asked you to do i letters... it's as random as my i brain. gchq asked you to do this, letters... it's as random as my - brain. gchq asked you to do this, so what was their _ brain. gchq asked you to do this, so what was their brief? _ brain. gchq asked you to do this, so what was their brief? the _ brain. gchq asked you to do this, so what was their brief? the thing - brain. gchq asked you to do this, so what was their brief? the thing was. what was their brief? the thing was we were trying _ what was their brief? the thing was we were trying to — what was their brief? the thing was we were trying to create _ what was their brief? the thing was we were trying to create a - what was their brief? the thing was we were trying to create a visual i we were trying to create a visual puzzle because they do puzzles every year, they release a puzzle every year, they release a puzzle every year at christmas, which is something you might see in the science exam. i think my take was, they wanted me as an artist to come to it and bring elements of their words into a puzzle that sort of

made sense, was cohesive, wasn't just images across the page. tbtnd just images across the page. and when ou just images across the page. and when you presented it to them, did they test it? on their big brains? i they test it? on their big brains? i was looking back through my archive of images, i have done this about three times. i have earlier versions where it looks totally different, where it looks totally different, where it looks totally different, where it probably came from my initial brain thought process, and it has gone on another stage to another process and i have thought, rather than just having things, i have tried to make it look like an image that could be real, sort of. could the big spies there do your puzzle? could the big spies there do your uzzle? . could the big spies there do your puzzle? yes. really quickly? could the big spies there do your puzzle?- really quickly? puzzle? yes. really quickly? they have a puzzle _ puzzle? yes. really quickly? they have a puzzle department - puzzle? yes. really quickly? they have a puzzle department at i puzzle? yes. really quickly? they| have a puzzle department at gchq puzzle? yes. really quickly? they i have a puzzle department at gchq and i think they specialise in that so there are people who are really good at it and then there is me! let’s at it and then there is me! let's talk to bobby. _ at it and then there is me! let's talk to bobby. have _ at it and then there is me! let's talk to bobby. have you - at it and then there is me! let's talk to bobby. have you had i at it and then there is me! let's talk to bobby. have you had a l at it and then there is me! let's talk to bobby. have you had a chance to have a look at it, have you had some thoughts already, have you

managed to do it?— some thoughts already, have you managed to do it? firstly, i want to sa ha - managed to do it? firstly, i want to say happy international _ managed to do it? firstly, i want to say happy international day - managed to do it? firstly, i want to say happy international day of i managed to do it? firstly, i want to l say happy international day of maths because _ say happy international day of maths because 3—14, 3.14, it is an approximation of pi. that's similar to this _ approximation of pi. that's similar to this i _ approximation of pi. that's similar to this i thought it was, it is images _ to this i thought it was, it is images rather than numbers but slowly— images rather than numbers but slowly things will reveal themselves to you _ slowly things will reveal themselves to ou. . . . slowly things will reveal themselves to ou. , , , . to you. help us with this, we are not seeking _ to you. help us with this, we are not seeking to — to you. help us with this, we are not seeking to give _ to you. help us with this, we are not seeking to give people i to you. help us with this, we are not seeking to give people the i not seeking to give people the answer is, let's put the image on screen. when you first looked at it, what did you do with your eyes, are you relaxing, focusing, how are you doing it? you relaxing, focusing, how are you doin: it? ., you relaxing, focusing, how are you doin: it? . ., doing it? scanning it, iwould say to my students, _ doing it? scanning it, iwould say to my students, mr— doing it? scanning it, iwould say to my students, mr siegel i doing it? scanning it, iwould say to my students, mr siegel has i doing it? scanning it, iwould say to my students, mr siegel has an approach — to my students, mr siegel has an approach to solve puzzle which is systematic and serendipitous. with the puzzle, you get the pen and paper— the puzzle, you get the pen and paper and — the puzzle, you get the pen and paper and you analytically left to i’i l ht paper and you analytically left to right or— paper and you analytically left to right or up and down, you go through and write _ right or up and down, you go through and write down all of the images, circle _ and write down all of the images, circle thing — and write down all of the images, circle thing is, there is a building. _ circle thing is, there is a building, some cars, looks like

there _ building, some cars, looks like there is— building, some cars, looks like there is water there, you write down analytically — there is water there, you write down analytically all of the different things — analytically all of the different things. that is a brute force method _ things. that is a brute force method. the second thing is a serendipitous method, look at it and leave _ serendipitous method, look at it and leave it _ serendipitous method, look at it and leave it for— serendipitous method, look at it and leave it for an hour or two or a day and in _ leave it for an hour or two or a day and in that, — leave it for an hour or two or a day and in that, in— leave it for an hour or two or a day and in that, in the shower, you might— and in that, in the shower, you might have _ and in that, in the shower, you might have a flash of inspiration and the — might have a flash of inspiration and the answer arrives. you need it to be _ and the answer arrives. you need it to be systematic and serendipitous and hopefully you can combine it with asking other people, puzzle solving _ with asking other people, puzzle solving is — with asking other people, puzzle solving is a communal activity. in those _ solving is a communal activity. in those methods will help you get the answer _ those methods will help you get the answer. did those methods will help you get the answer. , y ., those methods will help you get the answer-_ no - those methods will help you get the answer._ no one i those methods will help you get the answer._ no one is| answer. did you solve it? no one is aaivin the answer. did you solve it? no one is giving the answer _ answer. did you solve it? no one is giving the answer but _ answer. did you solve it? no one is giving the answer but i _ answer. did you solve it? no one is giving the answer but i think- answer. did you solve it? no one is giving the answer but i think i i answer. did you solve it? no one is giving the answer but i think i have | giving the answer but i think i have .ot giving the answer but i think i have got it. _ giving the answer but i think i have got it. i_ giving the answer but i think i have got it, i think feel pretty smug. how— got it, i think feel pretty smug. how long — got it, i think feel pretty smug. how long did it take you? the first 15 or 20 minutes, _ how long did it take you? the first 15 or 20 minutes, i _ how long did it take you? the first 15 or 20 minutes, i wasn't - how long did it take you? the first 15 or 20 minutes, i wasn't sure i how long did it take you? the first i 15 or 20 minutes, i wasn't sure what was going _ 15 or 20 minutes, i wasn't sure what was going on — 15 or 20 minutes, i wasn't sure what was going on. justin, a brilliant illustration, i was scratching my head _ illustration, i was scratching my head. what you get is momentum when you have _ head. what you get is momentum when you have got _ head. what you get is momentum when you have got the first couple of dues — you have got the first couple of clues. success breeds success and it breeds— clues. success breeds success and it breeds confidence. once you get into

it, momentum builds. how breeds confidence. once you get into it, momentum builds.— breeds confidence. once you get into it, momentum builds. how long did it take ou? it, momentum builds. how long did it take you? less _ it, momentum builds. how long did it take you? less than _ it, momentum builds. how long did it take you? less than an _ it, momentum builds. how long did it take you? less than an hour, - it, momentum builds. how long did it take you? less than an hour, an i take you? less than an hour, an hour? you _ take you? less than an hour, an hour? you look— take you? less than an hour, an hour? you look a _ take you? less than an hour, an hour? you look a bit _ take you? less than an hour, an hour? you look a bit suspicious, justin. i hour? you look a bit suspicious, justin- i spend _ hour? you look a bit suspicious, justin. i spend a _ hour? you look a bit suspicious, justin. i spend a lot _ hour? you look a bit suspicious, justin. i spend a lot of— hour? you look a bit suspicious, justin. i spend a lot of time - justin. i spend a lot of time solvin: justin. i spend a lot of time solving puzzles. _ justin. i spend a lot of time solving puzzles. so - justin. i spend a lot of time solving puzzles. so if- justin. i spend a lot of time solving puzzles. so if i - solving puzzles. so if i struggle,... solving puzzles. so ifi struggle, . . .— solving puzzles. so ifi strunle,... h, , struggle,... there is a funny humming — struggle,... there is a funny humming noise _ struggle,... there is a funny humming noise coming - struggle,... there is a funny i humming noise coming from struggle,... there is a funny - humming noise coming from justin! i humming noise coming from justin! i need to make it harder! if we get to do one of these again, we will make it harder. we do one of these again, we will make it harder. ~ ., , ., 1, , _ do one of these again, we will make itharder.~ .,, ., , it harder. we to be fair, bobby is very good _ it harder. we to be fair, bobby is very good at _ it harder. we to be fair, bobby is very good at this _ it harder. we to be fair, bobby is very good at this kind _ it harder. we to be fair, bobby is very good at this kind of- it harder. we to be fair, bobby is very good at this kind of stuff. i very good at this kind of stuff. lots of people were asking for clues and stuff so i think it is fitting the brief that high—end quizzes like bobby will get it eventually but people like me would spend a bit more time analysing it and probably enjoying that experience of trying to have that one—upmanship of getting a clear right. to have that one-upmanship of getting a clear right.—

to have that one-upmanship of getting a clear right. some people could look at _ getting a clear right. some people could look at it _ getting a clear right. some people could look at it indefinitely - getting a clear right. some people could look at it indefinitely and - could look at it indefinitely and never get it. could look at it indefinitely and never get it— could look at it indefinitely and never get it._ it'sj never get it. that is a loss. it's not a loss. _ never get it. that is a loss. it's not a loss, some _ never get it. that is a loss. it's not a loss, some people - never get it. that is a loss. it's not a loss, some people are i never get it. that is a loss. it's i not a loss, some people are just not a loss, some people arejust different. not a loss, some people are 'ust different. , , ., , not a loss, some people are 'ust different. , , ., different. yes, people are linguistic. _ different. yes, people are linguistic, numbers - different. yes, people are| linguistic, numbers based. different. yes, people are - linguistic, numbers based. but puzzles— linguistic, numbers based. but puzzles have got a cognitive benefit, _ puzzles have got a cognitive benefit, they can sharpen your brain but it_ benefit, they can sharpen your brain but it can _ benefit, they can sharpen your brain but it can be — benefit, they can sharpen your brain but it can be communal. a group can sit down _ but it can be communal. a group can sit down at _ but it can be communal. a group can sit down at the table with some biscuits — sit down at the table with some biscuits and a cup of tea and do it togethen — biscuits and a cup of tea and do it together. life is about enjoying the passage _ together. life is about enjoying the passage of time and solving puzzles like this— passage of time and solving puzzles like this one here can help us do that _ like this one here can help us do that. puzzles should not be seen as, i can't _ that. puzzles should not be seen as, i can't do _ that. puzzles should not be seen as, i can't do it. — that. puzzles should not be seen as, lcan't do it. i— that. puzzles should not be seen as, i can't do it, i give up. it teaches us a _ i can't do it, i give up. it teaches us a good — i can't do it, i give up. it teaches us a good illustration of life that some _ us a good illustration of life that some good things take time. wise words as always, _ some good things take time. wise words as always, thank _ some good things take time. se: words as always, thank you very much, bobby. justin, creator of this beautiful piece of art. a cup of tea and communal puzzles. shill]! beautiful piece of art. a cup of tea and communal puzzles. mi! beautiful piece of art. a cup of tea and communal puzzles.— and communal puzzles. all i am thinkina and communal puzzles. all i am thinking now— and communal puzzles. all i am thinking now is _ and communal puzzles. all i am thinking now is about _ and communal puzzles. all i am thinking now is about biscuits, i thinking now is about biscuits, sadly. as soon as you said biscuits, i moved on.

sadly. as soon as you said biscuits, i moved on-— sadly. as soon as you said biscuits, i moved on. ., ., , ., ., ., ~ i moved on. you have brought a work of art, i moved on. you have brought a work of art. thank — i moved on. you have brought a work of art, thank you. _ i moved on. you have brought a work of art, thank you. we _ i moved on. you have brought a work of art, thank you. we will _ i moved on. you have brought a work of art, thank you. we will reveal - of art, thank you. we will reveal the answer to this shortly on the socials. time now to get the news, travel and weather where you are. hello, good morning. you're watching bbc london. i'm frankie mccamley. leaseholders have told bbc london that rising service charges have left them feeling trapped . the government says its bringing in new laws that will protect residents. but lewis told bbc london that his service charge increased by 400% in a year and he now pays over £600 a month towards the upkeep of his building. it's just fear now and anxiety. we just don't have the money to pay it. so at the minute, we have no joint savings left. we're dipping into credit cards to pay for shopping, etc.

and it's yeah, we'rejust left in our overd rafts at the end of every month. more than 700 investigations have been launched by the metropolitan police following calls from the public to an anti—corruption hotline . a series of scandals led the met to be the first force to start using the service. but that is now being rolled out across the uk to all forces, either online or by phone and will be run by the independent charity crimestoppers. london s vault festival has announced its closure — it's the biggest fringe event outside of edinburgh. it hosted comedy talent in performance spaces beneath waterloo station, but was under threat after its landlord decided to pursue alternative uses for the venue. redundancies are being made across the organisation. there are a lot of issues on the tubes this morning. part suspensions on the metropolitan, northern and overground, and minor delays on the piccadilly lines so do check before you travel

now onto the weather with kawser. hello. good morning. well, we're looking at a mostly dry day today, especially during the morning with some good spells of sunshine around. cloud will build later in the afternoon, though, and there is a chance of some scattered showers arriving in, too, on a brisk southwesterly winds. so it will be quite a breezy day today. but in the sunshine, a mild day. temperatures quite widely reaching around the mid—teens, maybe up to 16 or 17 celsius. but you can see those showers into the afternoon. and into the evening, there will be further showers, one or two heavy ones at times, a lot of cloud around, one or two clearer spells. but it does remain breezy overnight and mild as well. temperatures holding up at around 9 to ii celsius, so noticeably mild to start the day tomorrow. it does look quite unsettled into friday and into the weekend as well. with low pressure nearby. there will be sunshine and scattered showers in store on friday and temperatures still on the mild side, but becoming a bit

cooler as we look ahead to saturday, largely dry during the day on saturday. but there is a chance of some rain to arrive later. and that's your forecast. before i go, if you fancy a bit of light reading this morning then head to our website to find out more about the intergalactic space warrior, count binface, who is standing in this year's mayoral election, as in his words, it's time to "take the trash out". he also wants a cap on the price of croissants and ceefax to be brought back. on that note, i'll see you in half an hour. bye bye. hello, this is breakfast with naga munchetty and charlie stayt. let's return to our main story now. the government has set out a new definition of extremism as part of its pledge to tackle what it calls an "increased threat" to the uk. critics say the measures threaten freedom of speech, worship and peaceful protest. we're joined now by the secretary of state for levelling up, housing and communities,

michael gove. good morning. thank you for your time with us here on bbc breakfast. why is a new official definition of extremism needed today? we why is a new official definition of extremism needed today? we have an existin: extremism needed today? we have an existing definition _ extremism needed today? we have an existing definition of— extremism needed today? we have an existing definition of extremism - extremism needed today? we have an existing definition of extremism but i existing definition of extremism but we think it's needed to update it and be more precise and it comes against a backdrop of an increase in anti—semitism and anti—muslim hatred on our streets and social media and we believe the new definition will help government in choosing our friends wisely when it comes to making sure we can promote a greater sense of inclusivity and social cohesion because this definition will apply to particular groups who are extremist and it will make it clear that the government will not be funding or engaging with those groups because it's vitally important that we support those people and those individuals and organisations who are seeking to promote the greater degree of social cohesion. d0 promote the greater degree of social cohesion. . , .,

cohesion. do the current rules mean ou cohesion. do the current rules mean you cannot — cohesion. do the current rules mean you cannot choose _ cohesion. do the current rules mean you cannot choose those _ cohesion. do the current rules mean you cannot choose those groups - cohesion. do the current rules mean j you cannot choose those groups who work with wisely now? the you cannot choose those groups who work with wisely now?— work with wisely now? the current definition, work with wisely now? the current definition. i— work with wisely now? the current definition, i don't _ work with wisely now? the current definition, i don't think _ work with wisely now? the current definition, i don't think it - work with wisely now? the current definition, i don't think it is - definition, i don't think it is sufficiently precise and it's also been a case unfortunately that there have been individuals and organisations who are extremist who have exploited the opportunity to work with government in order to mask their true actions and agenda. there was an example of a gentleman who was able to work with the nhs and local government and education and local government and education and to present himself as a moderate figure but it was only after a court examined his record that his extremism and extremist activities were revealed. it's important we have a precise and rigorous definition because we need to ensure that when government is funding groups that promote social cohesion that we are clear that there are the sorts of groups that do have the best interests of community work at their heart. ~ . , ., , .,

their heart. what will you be doing more of to make _ their heart. what will you be doing more of to make sure _ their heart. what will you be doing more of to make sure the - their heart. what will you be doing more of to make sure the likes - their heart. what will you be doing more of to make sure the likes of| more of to make sure the likes of shakeel baig cannot mask the actions? how will the new rules change that question market allows us to look at organisations with greater precision. i don't understand. you would look into the background of anybody, surely, so how do the new rules mean you can investigate better? we how do the new rules mean you can investigate better?— investigate better? we are also buildin: investigate better? we are also building up _ investigate better? we are also building up a — investigate better? we are also building up a centre _ investigate better? we are also building up a centre of - investigate better? we are also l building up a centre of excellence in my department which will complement the work done by the home office and others to assess organisations against this criteria and we know in the past there have been other individuals and organisations that have received government funding that should not have done so by making sure that we are clear and more precise about the terms on which we fund and engage with organisations and also by making sure that the due diligence is undertaken in a rigorous way by train civil servants with the help

of outside academics and others we can ensure that we are more effective in directing government money to the absolutely vital work of ringing communities together at a time of increased polarisation. hour time of increased polarisation. how many groups _ time of increased polarisation. how many groups do _ time of increased polarisation. how many groups do you think have been able to mask their actions or individuals amongst the groups have mastered their actions so the government would change its relationship orfunding government would change its relationship or funding for them? the whole point of setting up a centre of excellence and undertaking due diligence is to make sure that process is rigorous, so it's important for me as the person along with the home secretary who will make these decisions not to pre—empt that process. it's important for me to talk to colleagues.— to talk to colleagues. surely it has come up- -- _ to talk to colleagues. surely it has come up- -- we — to talk to colleagues. surely it has come up... we have _ to talk to colleagues. surely it has come up... we have organisationsj to talk to colleagues. surely it has i come up... we have organisations we think that are — come up... we have organisations we think that are of _ come up... we have organisations we think that are of concern _ come up... we have organisations we think that are of concern and - come up... we have organisations we think that are of concern and then - think that are of concern and then we undertake the work. but surely it's come to _ we undertake the work. but surely it's come to a _ we undertake the work. but surely it's come to a point _ we undertake the work. but surely it's come to a point where - we undertake the work. but surely it's come to a point where there i we undertake the work. but surely it's come to a point where there is| it's come to a point where there is too much of this happening and we are seeing this and we need to implement the new rules. surely that

has happened so you have a number in your head. lilo. has happened so you have a number in our head. ., , ., , ,. your head. no, i understand why you would want — your head. no, i understand why you would want to _ your head. no, i understand why you would want to ask _ your head. no, i understand why you would want to ask what _ your head. no, i understand why you would want to ask what the - your head. no, i understand why you would want to ask what the number. your head. no, i understand why you | would want to ask what the number is but the critical thing is if i as a decision—maker i'm saying that a particular organisation in due course after evidence is presented to me and others is extremist that i don't pre—empt the process. again, one of the key thing that we know some extremist organisations are litigious and as you rightly mentioned, he chose to sue the bbc after it drew attention to his activities, so if i were to say now there were a set number of organisations that were of concern then i would be pre—empting what has to be a thoughtful and rigorous process. one thing i should say is that some people have suggested, and i think it was mentioned in your introduction that this process will somehow inhibit free speech. let me be clear, it won't. organisations

and individuals will still be free to argue positions, which you or i might find difficult or offensive stop we cherish free speech in this country, but when it comes to government funding and engagement, the government has to be careful about how he —— it provides funds for or access for. so about how he -- it provides funds for or access for.— about how he -- it provides funds for or access for. so they can have free speech. _ for or access for. so they can have free speech, but _ for or access for. so they can have free speech, but if _ for or access for. so they can have free speech, but if you _ for or access for. so they can have free speech, but if you don't - for or access for. so they can have free speech, but if you don't like l free speech, but if you don't like it, you won't find them any more? yes. the archbishops of york and westminster _ yes. the archbishops of york and westminster voiced _ yes. the archbishops of york and westminster voiced concerns - yes. the archbishops of york and | westminster voiced concerns that yes. the archbishops of york and - westminster voiced concerns that the new definition risks in vilifying the wrong people and creating more division. how many religious leaders did you consult during this? we consulted did you consult during this? , consulted widely, actually. we consulted widely, actually. we consulted from people within the muslim, jewish and christian communities but one of the points about of the definition is that it works on an existing definition that makes more precise, and in particular builds on the work of mark rowley before he became the

metropolitan police commissioner, and dame sara khan, an independent government advisor. it’s and dame sara khan, an independent government advisor.— government advisor. it's interesting that this is to _ government advisor. it's interesting that this is to reflect _ government advisor. it's interesting that this is to reflect british - that this is to reflect british values, one of the phrases used regarding the new rules, to ensure british values are upheld. may i ask you regarding the comments made allegedly by frank hester about diane abbott, there's a lot of conversations today about whether or not, firstly, with the conservative party's donation by him, £10 million, whether it should be given back. has it been spent? the million, whether it should be given back. has it been spent?— back. has it been spent? the first thing about _ back. has it been spent? the first thing about fundamental- back. has it been spent? the first thing about fundamental british i thing about fundamental british values, that is in the old definition. the new definition is more precise because... thanks for clari in: more precise because... thanks for clarifying that- _ more precise because... thanks for clarifying that- l _ more precise because... thanks for clarifying that. i think— more precise because... thanks for clarifying that. i think it's _ clarifying that. i think it's important _ clarifying that. i think it's important because - clarifying that. i think it's important because there | clarifying that. i think it's i important because there is clarifying that. i think it's _ important because there is confusion in the debate about what it is we are doing and there are some people who weren't aware there was already existing framework.—

existing framework. thank you for clari in: , existing framework. thank you for clarifying. but _ existing framework. thank you for clarifying, but has _ existing framework. thank you for clarifying, but has the _ existing framework. thank you for clarifying, but has the £10 - clarifying, but has the £10 million... clarifying, but has the £10 million. . .— clarifying, but has the £10 million... �* . ., ., , clarifying, but has the £10 million... ~ , ., ., , ., ~ million... as for the money that mr hester or any _ million... as for the money that mr hester or any other _ million... as for the money that mr hester or any other money - million... as for the money that mr hester or any other money spent i million... as for the money that mr| hester or any other money spent by the conservative party, i'm afraid i don't know. the conservative party, i'm afraid i don't know— don't know. why don't you know? there is a — don't know. why don't you know? there is a row— don't know. why don't you know? there is a row about _ don't know. why don't you know? there is a row about it _ don't know. why don't you know? there is a row about it and - don't know. why don't you know? there is a row about it and you i don't know. why don't you know? | there is a row about it and you are a cabinet minister, so why don't you know if you're in a position to give the money back if you are choosing to? i the money back if you are choosing to? . ., ., , ., ., , to? i am not the conservative party chairman and _ to? i am not the conservative party chairman and i'm _ to? i am not the conservative party chairman and i'm not _ to? i am not the conservative party chairman and i'm not responsible . to? i am not the conservative partyl chairman and i'm not responsible for how the conservative party deploys its funding, but it is clear mr hester�*s comments were racist and he has apologised for them and shown contrition, and i think it is appropriate he apologise because what he said was terrible. ihe what he said was terrible. he acce ts what he said was terrible. he accepts he was rude. he didn't apologise for the actual comments. i believe he has. my inclination is always when someone has said something in this case grossly offensive, if they do show appropriate contrition then forgiveness is appropriate. but

obviously when you've got somebody saying terrible things like this, it's important it is called out and it's important it is called out and it's also important to contextualise the broader situation we face in this country. and to acknowledge that while racism exists we are in a position where we have a british asian prime minister and one of the most diverse cabinets in the western world and the conservative party, like the labour party... that doesnt like the labour party... that doesn't make _ like the labour party... that doesn't make the _ like the labour party... that doesn't make the conservative party exempt from saying it doesn't call out racism. it took more than 2a hours to call this out and call it racist and the conservative party has still accepted £10 million from someone who made grossly offensive and racist comments. does that sit well with you? yes, he did make racist comments and we did call it out and the prime minister was clear about that. iblhd out and the prime minister was clear about that. �* . about that. and the gentleman concerned _ about that. and the gentleman concerned has _ about that. and the gentleman concerned has apologised. - about that. and the gentleman concerned has apologised. but| about that. and the gentleman i concerned has apologised. but as about that. and the gentleman - concerned has apologised. but as i say, i'm proud of the fact the

conservative party has the first british asian prime minister, had the first female prime minister and we also have represented around the cabinet table and in every rank of government, throughout our party, people who represent britain in all its diversity and i think that is a good thing and it follows on from the consistent championing of greater diversity in politics that david cameron led and has continued during ourtime in david cameron led and has continued during our time in government. please tell me, when frank hester allegedly said that, and i want to get the quote right. i don't hate all black women at all, but i think she should be shot. is that an extremist view?— she should be shot. is that an extremist view? .. . ~ ., , ., extremist view? speaking as someone who was pursued _ extremist view? speaking as someone who was pursued by — extremist view? speaking as someone who was pursued by an _ extremist view? speaking as someone who was pursued by an individual - who was pursued by an individual who was trying to kill me and subsequently succeeded in killing one of my friends in parliament, i take that sort of language very seriously and i think it's unacceptable.— seriously and i think it's unacceptable. seriously and i think it's unaccetable. �* , ., �*, seriously and i think it's unaccetable. , .,

unacceptable. i'm sorry, that's not iuite unacceptable. i'm sorry, that's not quite what — unacceptable. i'm sorry, that's not quite what i _ unacceptable. i'm sorry, that's not quite what i asked. _ unacceptable. i'm sorry, that's not quite what i asked. is _ unacceptable. i'm sorry, that's not quite what i asked. is that - unacceptable. i'm sorry, that's not quite what i asked. is that in - unacceptable. i'm sorry, that's not quite what i asked. is that in this i quite what i asked. is that in this extremist view and would it fall under these new definitions of extremism, and i can repeat the quote again if you wish? i extremism, and i can repeat the quote again if you wish?- quote again if you wish? i take these things — quote again if you wish? i take these things exceptionally - quote again if you wish? i its. age: these things exceptionally seriously and because i do, it would be the case that any assessment about whether or not an individual or organisation is extremist would have to follow a rigorous process, and it wouldn't be me making a decision on the basis of a quote, however horrific. it would be a due diligence process that would be conducted carefully. iblhd diligence process that would be conducted carefully.— diligence process that would be conducted carefully. and it would be down to the — conducted carefully. and it would be down to the government _ conducted carefully. and it would be down to the government of - conducted carefully. and it would be down to the government of the - conducted carefully. and it would be | down to the government of the time, which you are part of?— down to the government of the time, which you are part of?- it - which you are part of? sorry? it would be _ which you are part of? sorry? it would be down _ which you are part of? sorry? it would be down to _ which you are part of? sorry? it would be down to the _ which you are part of? sorry? it i would be down to the government which you are part of? sorry? it - would be down to the government of the time which you are part of? it would be down to an appropriate process that would follow independent advice from civil servants who are politically impartial, looking at the evidence on that evidence being supplemented by academics. but as i say, i take the use or issuing of these threats very seriously, having as i say, for

reasons with which you are familiar, knowing all too well the dangers some people in public life have had to face. ~ . ., some people in public life have had toface. ~. ., ,, . ., , ., to face. michael gove, secretary of state, to face. michael gove, secretary of state. thank _ to face. michael gove, secretary of state, thank you _ to face. michael gove, secretary of state, thank you very _ to face. michael gove, secretary of state, thank you very much - to face. michael gove, secretary of state, thank you very much for - to face. michael gove, secretary of| state, thank you very much for your time on bbc breakfast. hat state, thank you very much for your time on bbc breakfast.— time on bbc breakfast. not at all, thank you- — time on bbc breakfast. not at all, thank you. mike, _ time on bbc breakfast. not at all, thank you. mike, mice... - time on bbc breakfast. not at all, thank you. mike, mice... mice? . time on bbc breakfast. not at all, thank you. mike, mice... mice? i| thank you. mike, mice... mice? i didn't mean to compare you to a mouse. t didn't mean to compare you to a mouse. w' didn't mean to compare you to a mouse. a , didn't mean to compare you to a mouse. w , ., ._ ., mouse. i will whisk us away to cheltenham _ mouse. i will whisk us away to cheltenham to _ mouse. i will whisk us away to cheltenham to celebrate - mouse. i will whisk us away to cheltenham to celebrate an i cheltenham to celebrate an extraordinary success story. 100 winners — extraordinary success story. 100 winners since 1995 and last year i went_ winners since 1995 and last year i went to _ winners since 1995 and last year i went to see his yard where he trains the horses— went to see his yard where he trains the horses in— went to see his yard where he trains the horses in county carlow in ireland — the horses in county carlow in ireland to _ the horses in county carlow in ireland to get a sense of what made him so _ ireland to get a sense of what made him so successful. i ireland to get a sense of what made him so successful.— him so successful. i bet it wasn't a little yard- — him so successful. i bet it wasn't a little yard. the _ him so successful. i bet it wasn't a little yard. the facilities _ him so successful. i bet it wasn't a little yard. the facilities were - little yard. the facilities were incredible, _ little yard. the facilities were incredible, beautiful- little yard. the facilities were incredible, beautiful rolling i little yard. the facilities were i incredible, beautiful rolling hills and amazing grass for the horses but he is a _ and amazing grass for the horses but he is a real— and amazing grass for the horses but he is a real team player and everybody around him felt part of the team — everybody around him felt part of the team. is everybody around him felt part of the team. . . everybody around him felt part of the team. , . . ., , ., . the team. is he a charismatic fiiure? the team. is he a charismatic figure? we — the team. is he a charismatic figure? we went _ the team. is he a charismatic figure? we went out -

the team. is he a charismatic. figure? we went out afterwards the team. is he a charismatic- figure? we went out afterwards and ou made figure? we went out afterwards and you made your _ figure? we went out afterwards and you made your everybody _ figure? we went out afterwards and you made your everybody got - figure? we went out afterwards and you made your everybody got a - figure? we went out afterwards and | you made your everybody got a drink in the _ you made your everybody got a drink in the evening and it was not us and them. _ in the evening and it was not us and them. and— in the evening and it was not us and them, and the challenge was to stay up them, and the challenge was to stay up as— them, and the challenge was to stay up as late _ them, and the challenge was to stay up as late as him and i didn't manage— up as late as him and i didn't manage it _ up as late as him and i didn't manage it. he has staying power as welt _ good morning. what a day for willie mullins to savour, at the cheltenham festival, after claiming an historic 100th victory at the famed horse racing event. and it was a family affair as his son patrick won the final race of the day, the champion bumper, onjasmin de vaux. it sealed a treble on the wednesday for his father. mullins' first big cheltenham triumph came with tourist attraction in back in 1995. he's is out in front, ahead nicky henderson, who's on 73 festival wins. it's not something anyone ever dreamt of or that anyone would have 100 winners at cheltenham. my first one in 1985 was tourist attraction and i thought that would be my lifetime achievement, to have a winner in shelton in the irish yard as at that time they were very scarce. there was a big upset earlier in the day, in which another of mullins' horses,

el fabiolo, was the favourite for the queen mother champions chase. he's the numberfour there in the pack. but he misjudged this fence and lost ground. many thought it was a foregone conclusion he'd win this race, but it was captain guinness, who was the winner in the end, ridden by rachel blackmore, and trained by henry de bromhead. there were emotional scenes on the south coast last night, as luton town captain tom lockyer, returned to the scene of his cardiac arrest. the 29 year old's, heart stopped on the pitch when luton faced bournemouth in december. welljust before last night's match, lockyer shook the hands of the medics, whom he called "heroes". supporters also applauded in the 59th minute of the game, which was time at which the defender collapsed in the original fixture. the match itself was remarkable. luton led by 3—0 at half time, ross barkley one of the scorers in the first half. but bournemouth produced an incredible comeback, to win 4—3.

the biggest comeback win in the premier league in more than 20 years. so luton remain in the relegation places, three points off nottingham forest in 17th. last night it was all about tom locklear— last night it was all about tom locklear being back at bournemouth. let's locklear being back at bournemouth. let's talk _ locklear being back at bournemouth. let's talk to _ locklear being back at bournemouth. let's talk to carol and find out what is happening with the weather. good morning. what is happening with the weather. good morning-— good morning. good morning. good mornini good morning. good morning. good morning to — good morning. good morning. good morning to you _ good morning. good morning. good morning to you as — good morning. good morning. good morning to you as well _ good morning. good morning. good morning to you as well and - good morning. good morning. good morning to you as well and a - good morning. good morning. good morning to you as well and a chilly i morning to you as well and a chilly start for most of us compared to yesterday and these are the kinds of temperatures that will greet you, only 5 degrees in edinburgh but in manchester currently it is a milder 11 degrees. as we go through the next few days you can see we have a number of colours indicating milder weather but also the blues, so temperatures dipping and then picking up on monday and tuesday but thenit picking up on monday and tuesday but then it will turn cooler towards the middle and end of next week. what we have this morning is rain pushing northwards and showery outbreaks coming from the west and we are

currently in some eastern and central areas looking at a dry start with brighter, sunny skies but the showers will drift east as we go to the course of the day and it will be windy across england and wales. for northern ireland, northern england and scotland, the rain is advancing north, bumping into the cold air and falling as snow on the hills and mountains in the grampians and islands but dry across the far north of scotland and here as well it's not as windy as yesterday. these are our temperatures between eight and 16 degrees and we could hit 17 dependent on the amount of sunshine we get in the south—east and eastern parts generally. through the evening and overnight we have the rain moving north and then it starts to sink south again and there will be clearer skies across parts of england and wales before the next band of showers moves in from the south—west, and still quite a breezy night. these are the overnight lows. more of a northerly wind across the north of the country and temperatures dipping and we are still in the milder conditions further south. as we head on through

friday we see the rain continues to slowly sink south—east through the day and there will be a mixture of bright spells, sunshine and showers and we are looking at strong winds through the english channel, cool it in the north with a northerly wind but drier and brighter with fewer showers and these are the temperatures, between five and eight in the north and between ten and 1a in the north and between ten and 1a in the north and between ten and 1a in the south. it is warming up. thank you, carol. doctor who, succession and even the beckhams, are just some of the unlikely rivals going head to head for the coveted title of the bafta tv moment of the year. the winner, which will be picked from a broad range of genres, will be decided by members of the public. our culture correspondent charlotte gallagher takes a look at the shortlist. from the unveiling of the 15th time lord played by ncuti gatwa... to david and victoria debating the truth about working class backgrounds...

we both come from families that work really hard. both of our parents worked really hard. we're very working, working class... be honest. i am being honest. be honest! shocking endings on happy valley... i'm sorry, i'm sorry i didn't treat becky any better. can you forgive me? they think he's gone, they think he's gone. what, what happened, what do you mean? they think dad died. what? no! and the unexpected death of logan roy in the hbo hit succession. it has been rich pickings for tv fans. they giggle. the other clips in contention for bafta tv moment of the year include the third episode of the hbo zombie apocalypse, the last of us tracing a love story between two middle aged gay men.

and 13—year—old lucy on the piano. she stunned rail commuters in leeds while playing chopin's nocturne in b—flat minor. perhaps you would like a marmalade sandwich. last year's winner featured an afternoon tea with paddington bear starring another icon we will never forget. i keep mine in here. for later! the 2023 winner will be announced at the bafta tv awards in may. charlotte gallagher, bbc news. what we need is someone who has seen the lots. you have seen the lot. yes, i have. thank goodness. these are nionients—

yes, i have. thank goodness. these are moments that i think people will watch _ are moments that i think people will watch as— are moments that i think people will watch as well and there is a lot of variety— watch as well and there is a lot of variety in — watch as well and there is a lot of variety in the mix. worthwhile mentioning that if you're wondering where _ mentioning that if you're wondering where diane is with some fizzy rose, that might _ where diane is with some fizzy rose, that might be eligible for next year's — that might be eligible for next year's award and you have david beckham. — year's award and you have david beckham, that moment, and that was for a documentary where where david teases _ for a documentary where where david teases victoria about her working class _ teases victoria about her working class ring. — teases victoria about her working class ring, a huge documentary moment. — class ring, a huge documentary moment, but that exchange [it up social— moment, but that exchange [it up social media. you also have doctor who. _ social media. you also have doctor who. ncuti — social media. you also have doctor who, ncuti gatwa being introduced and that— who, ncuti gatwa being introduced and that happened at the end of the trio for— and that happened at the end of the trio for the — and that happened at the end of the trio for the 60th anniversary special~ _ trio for the 60th anniversary secial. ., . ., special. on the doctor who thing, for a lot of — special. on the doctor who thing, for a lot of people, _ special. on the doctor who thing, for a lot of people, a _ special. on the doctor who thing, for a lot of people, a new- special. on the doctor who thing, for a lot of people, a new doctorl for a lot of people, a new doctor who anyway is a big deal, and a new doctor who and quite a big change in the nature of the doctor, all of those things add up to being a bit special. those things add up to being a bit secial. , , ., ,

special. definitely. there had been a lot of anticipation _ special. definitely. there had been a lot of anticipation for _ special. definitely. there had been a lot of anticipation for ncuti - a lot of anticipation for ncuti gatwa — a lot of anticipation for ncuti gatwa for a while and and there was the return— gatwa for a while and and there was the return of david tennant and catherine — the return of david tennant and catherine tate. for those three specials — catherine tate. for those three specials. and i'm trying not to be a spoiler— specials. and i'm trying not to be a spoiler but— specials. and i'm trying not to be a spoiler but let's say it had a happy ending _ spoiler but let's say it had a happy ending for— spoiler but let's say it had a happy ending for everyone involved and it doesn't _ ending for everyone involved and it doesn't normally happen when it comes— doesn't normally happen when it comes to — doesn't normally happen when it comes to regeneration. for many --eole, comes to regeneration. for many people. they — comes to regeneration. for many people, they wouldn't _ comes to regeneration. for many people, they wouldn't have - comes to regeneration. for many people, they wouldn't have seen | people, they wouldn't have seen these clips, and you are not familiar with the david beckham click. t familiar with the david beckham click. . . familiar with the david beckham click. ., , ., familiar with the david beckham click. ., ., ., it is click. i was not familiar. it is worth seeing. _ click. i was not familiar. it is worth seeing. i _ click. i was not familiar. it is worth seeing. i thought - click. i was not familiar. it is worth seeing. i thought it i click. i was not familiar. it is. worth seeing. i thought it was click. i was not familiar. it is - worth seeing. i thought it was very, very funny. let's have a look at it. we both come from families that work really hard. both of our parents worked really hard. we're very working, working class... be honest. i am being honest. be honest! what car did he drive you to school

in? ~ . what car did he drive you to school in? . ., . ., ., what car did he drive you to school in? . . .. ., ., in? what car did he get to drive to schooling? — in? what car did he get to drive to schooling? it _ in? what car did he get to drive to schooling? it depends. _ in? what car did he get to drive to schooling? it depends. in - in? what car did he get to drive to schooling? it depends. in the - in? what car did he get to drive to schooling? it depends. in the 80s| in? what car did he get to drive to i schooling? it depends. in the 80s my dad had a rolls-royce. _ schooling? it depends. in the 80s my dad had a rolls-royce. thank- schooling? it depends. in the 80s my dad had a rolls-royce. thank you. i there is a bit where she said she grew up in north london, and he says, he grew up in north london, and he says, be honest, where was it. it was like he was standing behind the door throughout the entire interview. door throughout the entire interview-— door throughout the entire interview. . �*, ., ., ., , interview. that's another one, but that's almost _ interview. that's another one, but that's almost like _ interview. that's another one, but that's almost like as _ interview. that's another one, but that's almost like as you - interview. that's another one, but that's almost like as you said, - interview. that's another one, but | that's almost like as you said, that went viral but there were some moments like doctor who, moments of television like happy valley. that was the culmination _ television like happy valley. that was the culmination of a storyline that had _ was the culmination of a storyline that had notjust been in that series— that had notjust been in that series but a rarity, more than a decade. — series but a rarity, more than a decade, sally wainwright's absolutely sublime tv series having that crescendo. it's down to the sally— that crescendo. it's down to the sally wainwright writing but also james _ sally wainwright writing but also james norton and sarah lancashire and there _ james norton and sarah lancashire and there was a temptation to have the big _ and there was a temptation to have

the big final showdown and this was highly— the big final showdown and this was highly dramatic and this was over a kitchen _ highly dramatic and this was over a kitchen table and it was about a dispute — kitchen table and it was about a dispute about a family rift that was taking _ dispute about a family rift that was taking place about how most families would _ taking place about how most families would have rifts, and i think it was not edge _ would have rifts, and i think it was not edge of— would have rifts, and i think it was not edge of seat, but sublime. were ou not edge of seat, but sublime. were you involved — not edge of seat, but sublime. were you involved in _ not edge of seat, but sublime. were you involved in choosing _ not edge of seat, but sublime. ,, you involved in choosing the shortlist? yes, iwas. it's quite difficult because it is a personal thing. you can ask 20 people what was the thing that glue due to the television, and she would get 20 different answers. you television, and she would get 20 different answers.— television, and she would get 20 different answers. you are exactly riiht. different answers. you are exactly right- what _ different answers. you are exactly right. what was _ different answers. you are exactly right. what was interesting - different answers. you are exactly right. what was interesting as - different answers. you are exactly right. what was interesting as we | right. what was interesting as we were _ right. what was interesting as we were asked to bring our own list of what _ were asked to bring our own list of what we _ were asked to bring our own list of what we felt the moments that resonated and you have some others like succession and i won't reveal what _ like succession and i won't reveal what happens, and the last of us and the piano _ what happens, and the last of us and the piano which was heart—rending. everyone _ the piano which was heart—rending. everyone agreed on happy valley and doctor— everyone agreed on happy valley and doctor who because it was so popular but because _ doctor who because it was so popular but because it was superbly acted and then— but because it was superbly acted and then when you get to these other onesi _ and then when you get to these other ones. such— and then when you get to these other ones, such as ones that are drama or

maybe _ ones, such as ones that are drama or maybe having — ones, such as ones that are drama or maybe having whole episodes, those might— maybe having whole episodes, those might be _ maybe having whole episodes, those might he shows that are critically acclaimed, like the last of us, the bill and _ acclaimed, like the last of us, the bill and frank storyline which is heartbreaking. it bill and frank storyline which is heartbreaking.— heartbreaking. it was like a tangerine. _ heartbreaking. it was like a tangerine, beautiful- heartbreaking. it was like a i tangerine, beautiful tangent. totally unexpected and the whole was two characters trying to a car and then— two characters trying to a car and then unfurled to be one of the most beautiful. _ then unfurled to be one of the most beautiful, heart—rending scenes i've seen _ beautiful, heart—rending scenes i've seen i_ beautiful, heart-rending scenes i've seen. , , ., beautiful, heart-rending scenes i've seen. , ., ., seen. i suppose in a way the whole oint of seen. i suppose in a way the whole point of the — seen. i suppose in a way the whole point of the category _ seen. i suppose in a way the whole point of the category is _ seen. i suppose in a way the whole point of the category is something | point of the category is something you might have seen yourself in the next day you go to work any say, you didn't see it, did you, and the piano, maybe you can introduce that, thatis piano, maybe you can introduce that, that is one of those things. you might not have watched the series but you might encourage someone, if you want to do one thing, watch this young girl doing her thing at the piano. young girl doing her thing at the iano. . . . young girl doing her thing at the iano, , ., young girl doing her thing at the iano. , ., , ., young girl doing her thing at the iano. , .,, ., ,., . _ piano. this was a show produced by claudia winkleman _ piano. this was a show produced by claudia winkleman and _ piano. this was a show produced by claudia winkleman and about - piano. this was a show produced by l claudia winkleman and about people playing _ claudia winkleman and about people playing their piano and you had 13—year—old lucy, who is blind and neuro _ 13—year—old lucy, who is blind and neuro diverging town was able to play a _ neuro diverging town was able to

play a really complex piece by chopin. — play a really complex piece by chopin, gc the judges of the programme in silence because they were spellbound and in or of her ability. — were spellbound and in or of her ability, and lucy's piano teacher so she communicatesjust by playing, and you _ she communicatesjust by playing, and you can really sense that as welt _ and you can really sense that as welt this — and you can really sense that as well. this was a moment, and it's really— well. this was a moment, and it's really taken — well. this was a moment, and it's really taken off as a stand—alone clip that— really taken off as a stand—alone clip that many people were talking about _ clip that many people were talking about last year. you clip that many people were talking about last year.— clip that many people were talking about last year. you get a sense of that. sometimes _ about last year. you get a sense of that. sometimes you _ about last year. you get a sense of that. sometimes you can _ about last year. you get a sense of that. sometimes you can be - about last year. you get a sense of| that. sometimes you can be cynical aboutjudges and things but you watch that and say they are amazed. yes, there is a reality tv show moment. _ yes, there is a reality tv show moment, because those things are scripted _ moment, because those things are scripted and crafted to create a reaction — scripted and crafted to create a reaction but that was one of those moments — reaction but that was one of those moments where you say, i can't believe _ moments where you say, i can't believe that she has such an amazing .ift believe that she has such an amazing gift and _ believe that she has such an amazing gift and the _ believe that she has such an amazing gift and the fact she is in the list is testament to her skill. everyone can let is testament to her skill. everyone can get involved. _ is testament to her skill. everyone can get involved. scott, _ is testament to her skill. everyone can get involved. scott, thank- is testament to her skill. everyone can get involved. scott, thank you | can get involved. scott, thank you so much.

to vote, you can head to www.bafta.org/moment, voting open soon. hey, i was going to say that, but it's not a problem. absolutely. and the winner will be announced at the award ceremony in may. time now to get the news, travel and weather where you are. hello, good morning, you're watching bbc london, i'm frankie mccamley. leaseholders have told bbc london that rising service charges have left them feeling trapped. the government says it's bringing in new laws that will protect residents. but lewis told bbc london that his service charge increased by 400% in a year and he now pays over £600 a month towards the upkeep of his building. it's just fear now and anxiety. we just don't have the money to pay it. so at the minute, we have no joint savings left. we're dipping into credit cards

to pay for shopping, etc. and it's, yeah, we'rejust left in our overd rafts at the end of every month. a collectable 50p coin celebrating the diplodocus has been launched by the royal mint as part of its dinosaur range. it is the third and final coin in the range, which also includes a tyrannosaurus and stegosaurus. there are a lot of issues on the tubes this morning. part suspensions on the metropolitan, northern and overground and minor delays on the piccadilly line so do check before you travel. and the weather, it'll stay fairly cloudy around with the odd shower to keep you on your toes, staying warm though with highs of 16 degrees. that's it for now but check out our website, there's a story about the city university drop—out who has just taken home an oscar.

good morning, welcome to breakfast with naga munchetty and charlie stayt. our headlines today. a new government definition of extremism will be used to cut ties or funding to certain organisations. diane abbott accuses both the conservatives and labour of failing to tackle racism in politics after alleged racist comments were made about her by a tory donor. lost chances, the children of sub—postmasters caught up in the post office scandal tell how their lives have been impacted by the miscarriage ofjustice.

they're a garden pest we want to get rid of but now wildlife charities are urging gardeners to make friends with slugs and snails. and there isn't long to wait before we reveal this year's glastonbury headliners, that's coming up in the next ten minutes. good morning. we have glastonbury weather today, good morning. we have glastonbury weathertoday, rain good morning. we have glastonbury weather today, rain in the northern half of the country pushing north, but not as windy as it was yesterday. in the southern half of the country we have showers drifting east through the day, windy and mild. all of the details later in the programme. it's thursday the 14th of march. our main story. the government is setting out a new definition of extremism, as part of its pledge to tackle what it calls the "increased threat" to the uk. the new terminology will be used to assess whether groups are eligible to receive public funding or support. our political correspondent damian grammaticas reports. the aftermath of the october 7th attacks on israel, the government says,

has been increasing concern about radicalisation here in this country. so it's come up with this new definition of extremism, saying it means the promotion or advancement of an ideology based on violence, hatred or intolerance that aims to negate or destroy the fundamental rights and freedoms of others, undermine the uk's system of democracy and democratic rights, or intentionally create a permissive environment for others to do that. this month outside downing street, rishi sunak promised robust action. we will redouble our support for the prevent programme to stop young minds being poisoned by extremism. we will demand that universities stop extremist activity on campus. we will also act to prevent people entering this country whose aim is to undermine its values. this isn't a new legal standard, but his government will draw up a list of extremist groups. islamists and neo—nazis, it says, whose actions, while not illegal,

are deemed threatening. some conservatives worry it could impinge on ourfreedoms. radical islamists pose a serious threat to our nation's security. and i agree with my right honourable friend that we must urgently address this. but reports that the government wishes to broaden the definition of extremism are concerning because in separating the definition of extremism from actual violence and harm, we may criminalise people with a wide range of legitimate views and have a chilling effect on free speech. this is absolutely not about silencing those with private and peaceful beliefs, nor will it impact free speech. the government insists the bar will be high so individuals attending marches won't be named, religious beliefs and strongly held convictions will be unaffected. but it says groups seeking to organise events that aim to subvert democracy will be listed, denied official meetings and funding so they can be identified and marginalised. critics say the government should be

seeking a broad consensus, not deciding on its own what constitutes extremism. damian grammaticus, bbc news. we're joined now by chief political correspondent henry zeffman. good morning to you, henry. when you boil this write—down, you can change the words but the question remains, what difference will it make in practice? what difference will it make in ractice? . �* . what difference will it make in ractice? . �* , ., practice? that's right, charlie. this is not _ practice? that's right, charlie. this is not a _ practice? that's right, charlie. this is not a new _ practice? that's right, charlie. this is not a new law, - practice? that's right, charlie. this is not a new law, this - practice? that's right, charlie. this is not a new law, this is i practice? that's right, charlie. i this is not a new law, this is not practice? that's right, charlie. - this is not a new law, this is not a profound change to the laws of the land on extremism and how different groups operate, but what it is designed to do is help the government to work out which groups it should be talking to and which groups it shouldn't. almost like a bouncer, there is going to be a list, and if you are on the list, you can't interact with the government. that's what the government. that's what the government wants to do here. interestingly, there are a few different strains of criticism. some people say, actually the act of

creating this list, the act of writing this new definition in itself creates more division, something the government absolutely denies. there are also people including on the right of the conservative party, for example, who are worried about the free—speech implications of this, and think that some groups for example anti—abortion groups or gender critical campaigners might end up being covered by this new definition when they shouldn't be. but crucially what will happen to those groups that do end up being covered, the government will not deal with them and they hope that other public authorities, local government and so on, will not deal with them either. and pick up on the story relating to diane abbott, we know these alleged comments by a tory doughnut that diane abbott —— eight tory donor that diane abbott made him want to hate all black women, some people saying it is a racist comment and other people moving around that

word, and in the commons yesterday a lot of attention on diane abbott because she did not get a chance to speak of us through that and what she said. . . . . , she said. that was really extraordinary. _ she said. that was really extraordinary. and - she said. that was really extraordinary. and just i she said. that was really - extraordinary. and just odd, prime minister's questions was dominated by people including sir keir starmer the labour leader asking rishi sunak about frank hester�*s alleged comments. diane abbott was indicating that she wanted to ask a question but she was not called by the the speaker:— the the speaker: three. you say _ the the speaker: three. you say that _ the the speaker: three. you say that some - the the speaker: three. | you say that some people the the speaker: three. - you say that some people are the the speaker: three. _ you say that some people are calling those _ you say that some people are calling those alleged —— called by the speaker. _ those alleged —— called by the speaker, sir lindsay hoyle. some peopie _ speaker, sir lindsay hoyle. some people say that those alleged comments were racist, and earlier we asked _ comments were racist, and earlier we asked michael gove whether those comments were racist. | asked michael gove whether those comments were racist.— asked michael gove whether those comments were racist. i take these thins comments were racist. i take these things exceptionally _ comments were racist. i take these things exceptionally seriously, - comments were racist. i take these things exceptionally seriously, and | things exceptionally seriously, and it would _ things exceptionally seriously, and it would be — things exceptionally seriously, and it would be the _ things exceptionally seriously, and it would be the case _ things exceptionally seriously, and it would be the case that _ things exceptionally seriously, and it would be the case that any - it would be the case that any assessment— it would be the case that any assessment on— it would be the case that any assessment on whether- it would be the case that any assessment on whether or. it would be the case that any. assessment on whether or not it would be the case that any - assessment on whether or not an organisation _ assessment on whether or not an organisation or— assessment on whether or not an organisation or individual- assessment on whether or not an organisation or individual was - organisation or individual was extremist _ organisation or individual was extremist would _ organisation or individual was extremist would have - organisation or individual was extremist would have to - organisation or individual was. extremist would have to follow organisation or individual was i extremist would have to follow a rigorous — extremist would have to follow a rigorous process, _ extremist would have to follow a rigorous process, it _ extremist would have to follow a rigorous process, it would - extremist would have to follow a rigorous process, it would not i extremist would have to follow a | rigorous process, it would not be making _ rigorous process, it would not be making a — rigorous process, it would not be making a decision _ rigorous process, it would not be making a decision on _ rigorous process, it would not be making a decision on the -

rigorous process, it would not be making a decision on the basis i rigorous process, it would not bej making a decision on the basis of the quote. — making a decision on the basis of the quote, however— making a decision on the basis of the quote, however horrific, - making a decision on the basis of the quote, however horrific, it i the quote, however horrific, it would — the quote, however horrific, it would be _ the quote, however horrific, it would be a _ the quote, however horrific, it would be a due _ the quote, however horrific, it would be a due diligence - the quote, however horrific, it i would be a due diligence process conducted — would be a due diligence process conducted very— would be a due diligence process conducted very quickly. -- - would be a due diligence process conducted very quickly.— conducted very quickly. -- very carefully- _ conducted very quickly. -- very carefully. this _ conducted very quickly. -- very carefully. this has _ conducted very quickly. -- very carefully. this has been - carefully. this has been uncomfortable for the conservative party. _ uncomfortable for the conservative party, they are politically through the worst— party, they are politically through the worst of it and they will say they— the worst of it and they will say they wiii— the worst of it and they will say they will keep the £10 million that lancaster— they will keep the £10 million that lancaster has donated. there has been _ lancaster has donated. there has been a _ lancaster has donated. there has been a lot— lancaster has donated. there has been a lot of —— that frank hester has donated. there has been a little bit but _ has donated. there has been a little bit but not _ has donated. there has been a little bit but not a — has donated. there has been a little bit but not a lot of pressure from within— bit but not a lot of pressure from within the — bit but not a lot of pressure from within the party on that. now— within the party on that. now we _ within the party on that. now we have a story relating to trust in the police. police forces across the uk are launching a new anti—corruption hotline, which can be used by the public to report concerns about officers and volunteers. it follows the success of a similar scheme by the metropolitan police which has seen more than 700 investigations opened into the conduct of staff members since 2022. the israeli military says it plans to move a significant portion of palestinians sheltering in rafah, towards humanitarian islands in the centre of the territory.

there are currently 1.4 million people living in the city, which is gaza's main entry point for aid. our middle east correspondent anna fosterjoins us now. regardless of the geography, who is moving what way, there is a problem, there is not enough food in gaza at this moment in time and that cannot be ignored. this moment in time and that cannot be iinored. ., �* ., ., be ignored. you're right, naga. one ofthe be ignored. you're right, naga. one of the reasons _ be ignored. you're right, naga. one of the reasons why _ be ignored. you're right, naga. one of the reasons why israel _ be ignored. you're right, naga. one of the reasons why israel is - of the reasons why israel is starting to talk about these humanitarian islands as they are calling it is because the international community is putting a lot of pressure on israel to actually do something about those displaced civilians before they carry out any kind of ground offensive which they have been talking about for weeks now. israel says that it needs to do that in rafah to fully remove hamas from the gaza strip but you are right to say that half of the population of gaza is now sheltering in rafah. they are intense, they do not have enough food, clean water or medical

supplies, they don't have petrol cars, so they don't have an ability to move themselves to the centre of the strip where these humanitarian islands would be. and that word islands would be. and that word islands is interesting because the centre of gaza has been virtually destroyed by months of israeli ground, and air attack. people would be on islands in a wasteland of destruction. the us says it wants to see more about these plans, it has not received them yet, before any ground operation takes place. and we are also watching the arrival of the first ship of aid which should come to the gaza coast in the next few hours but that itself will be a difficult delivery, notjust unloading it but actually managing to securely, safely and fairly distributed among all of those people in gaza who are so desperate at the moment. people in gaza who are so desperate at the moment-— at the moment. thank you so much, anna, for at the moment. thank you so much, anna. forthat- _ researchers say the number of middle—aged people dying from cancer in the uk, is at a 25—year low.

a study from cancer research uk found deaths among 35 to 69—year—olds have fallen, thanks to screening, better treatments and policies aimed at reducing smoking. the research also warns though that cases of the disease have risen sharply over the same period, due to otherfactors such as obesity. china has described a potential ban by the united states of the social media platform tiktok as "an act of bullying." it comes after the house of representatives passed a bill that could force the app's chinese owners to sell—up or be barred from operating in the country, amid security fears. tiktok said it was committed to keeping its users' data secure. labour has set out plans to cap re—sale prices for concert tickets to crackdown on people who buy them to list online at an inflated cost. sir keir starmer said access to music, art and theatre should not be "at the mercy of ruthless ticket touts". the government says it's already introduced tough enough measures.

in the past few minutes, the first headline acts for this year's glastonbury festival, have been announced. pop sensation dua lipa will top the bill alongside coldplay who'll return for a fifth time and country star shania twain will fill the coveted legends slot. our music correspondent mark savage has more and just a warning his report may contain flashing images. all right, are you guys ready to sing with me? # oh baby, come on, let me get to know you # just another chance so that i can show... the last time dua lipa played glastonbury was in 2017, just weeks before this song sent her career into the stratosphere. # i got new rules, i count 'em. two albums and seven brit awards later, she's back as the friday night headliner on the pyramid stage. saturday will see the return of coldplay for a record breaking fifth time at the top of the bill.

closing the festival on sunday night will be the american r&b singer sza, a huge break—out star whose song kill bill sold more than a million copies in the uk last year. but before she takes the stage, there's the small matter of the sunday teatime legend slot. let's go, party time! that's right, shania twain is this year's recipient of the honour. following in the footsteps of dolly parton, barry gibb and diana ross. # oh, oh, go totally crazy, forget i'm a lady. and it's fair to say she's looking forward to it. this is a dream come true. i have been asked about glastonbury now for years and it's finally coming together. i'm packing my wellies and my raincoat and of course, my cowboy hat! and if they are not to your taste, there are more than 2,000 other acts

playing at the festival when it opens its gates on wednesday, the 26th of june. mark savage, bbc news. so now we know, the announcement made in the last few minutes. i was thinking, has carroll been to glastonbury, i thought you had done the weather from there? you glastonbury, i thought you had done the weather from there?— the weather from there? you are lookini the weather from there? you are looking like _ the weather from there? you are looking like you _ the weather from there? you are looking like you are _ the weather from there? you are looking like you are at _ the weather from there? you are i looking like you are at glastonbury with all of that muggy behind you! i with all of that muggy behind you! i have never been to glastonbury for the weather or anything else, i have been other festivals. and the weather has been a bit like this for them. what we are looking at is rain and showers at times but it is going to be mild, particularly today and then on sunday. we have a band of rain pushing north, showers in the west already, and across central and eastern parts we are looking at a dry start with some sunshine but these showers will drift eastwards through the day. the rain will push

out of northern england into scotland and northern ireland, head of its bright weather across the four north of scotland. still windy here. —— ahead of it is bright weather across the far north of scotland. the rain will push north bumping into cold air and falling as snow in the hills, and showers drifting east. scattered showers, not all of us will catch one and in any spells of sunshine we could get 15 or 16 to 17 in the south—east. the rain continues to push north overnight and it will slide southwards. some clear skies across parts of england and wales, then more showers coming in from the south—west. you can see it is still quite mild in the south, but the wind turning to more of a northerly direction in the north, so temperatures are slipping a touch. into tomorrow, the rain is slipping slowly south eastwards. the southern parts of england and wales, a

mixture of bright spells, sunshine and showers. windy to the english channel and the channel islands. but brighter skies following in scotland and northern ireland. note the wind direction once again, in the north it will feel colder than it is further south where we are still looking at a high of 15 degrees. carol, don't worry, thank you so much. i have arranged for you to be at glastonbury only if it is raining because i know that is your favourite weather.- because i know that is your favourite weather. ., ., ~' favourite weather. you are too kind. and camping — favourite weather. you are too kind. and camping as _ favourite weather. you are too kind. and camping as well. _ favourite weather. you are too kind. and camping as well. yes, - favourite weather. you are too kind. and camping as well. yes, we - favourite weather. you are too kind. and camping as well. yes, we know| and camping as well. yes, we know ou love and camping as well. yes, we know you love camping- _ and camping as well. yes, we know you love camping. you _ and camping as well. yes, we know you love camping. you know - and camping as well. yes, we know you love camping. you know me - and camping as well. yes, we know you love camping. you know me so| you love camping. you know me so well! i you love camping. you know me so well! i do! — you love camping. you know me so well! i do! see _ you love camping. you know me so well! i do! see you _ you love camping. you know me so well! i do! see you later. _ after many of their parents were wrongly prosecuted and forced from theirjobs and homes, for some children of the victims of the post office scandal the impact on their own lives have continued into adulthood. now a new support group has been set—up to bring together those affected, amid calls for a widening

of the compensation scheme. our correspondent emma simpson reports. katie downey is stepping out to tell her story. her dad ended up bankrupt trying to make up for the huge shortfalls at his post office. nice to meet you finally, of course i've met your dad. she had an idyllic life until one day they suddenly fled abroad. she only found out the truth six months ago. i wasn't able to say goodbye. i wasn't able to finish my sats and year six and ijust had to go to a country where i couldn't speak the language. they chucked me in a school and i couldn't communicate with any of the kids. they were very mean to me, i was severly bullied and home life wasn't good. i had no communication with my mum or dad so i began to lock myself in a room and i became mute for two years. you must have been so confused and angry. yeah, that's the issue. not now, but for 15 years i've blamed my parents, which really upsets me.

and i feel guilty saying that now. but that's not the case. the post office did that to my family, and that's why our family unit was destroyed. i'm so pleased to meet you all. she invited me to meet some of the members of her new support group called lost chances for sub—postmaster children. lost chances basically sums it up. sean connolly had been a promising footballer until he had panic attacks caused by stress. at that time of 17 years, or 16, 17 years of age, not knowing what it was, that was the scariest part. rebekah foot has a close knit family. she started working from the age of 13, extra cash to keep up with her friends. it was kind of like 60 hour weeks in the summer. i loved it but also it did take away that summer holiday childhood. so you were an adult before your time? for sure, yeah. millie castleton was bullied

at school and ended up with an eating disorder. and it kind of snowballed incredibly when i went to uni because no—one's watching me at uni. so i had this control over this one aspect of my life when things were falling apart and that really impacted my health quite drastically. all adults now and working and they want their voices to be heard. it will always be the post office to blame for this and not our parents. but it's also equally important for our parents and also the wider public to understand how this has affected the children. hands up if you all want compensation. katie's wasting no time. she's already had a reply from the boss of fujitsu. he hopes she can be included in a wider meeting with victims. but you'd like them to offer some money as well? yes, offer the financial redress

that they've spoke about and other things that they possibly want to offer is education, counselling. this scandal is so much bigger than people realise. it's affected every single family member and friend. but we can represent the children. 41 have signed up in the space of a few days. her message could soon reach many hundreds more. emma simpson, bbc news. we're joined now by katie downey, varchas patel and rebekah foot. we see them all in the report, their parents were postmasters affected by the post office scandal. we were just reflecting, i am right in saying, this is the first time effectively the three of you have met? . is effectively the three of you have met?- is it _ effectively the three of you have met?- is it a _ effectively the three of you have met?- is it a silly _ effectively the three of you have met? yes. is it a silly question to

sa , met? yes. is it a silly question to say. presumably _ met? yes. is it a silly question to say, presumably there _ met? ..as is it a silly question to say, presumably there is an instant bond of some kind, it's like a known experience, immediately, when you first meet, tell me. i experience, immediately, when you first meet, tell me.— first meet, tell me. i mean, yeah, it's like i have _ first meet, tell me. i mean, yeah, it's like i have known _ first meet, tell me. i mean, yeah, it's like i have known them - first meet, tell me. i mean, yeah, l it's like i have known them forever, because we have that same awful thing that has happened to us. when i have said hello to both of these, you just relax straightaway. the first time i _ you just relax straightaway. the first time i spoke to katie over message. _ first time i spoke to katie over message, it was an instant, this person— message, it was an instant, this person understands what we have gone through— person understands what we have gone through and _ person understands what we have gone through and is pursing —— company and else. _ through and is pursing —— company and else. as — through and is pursing —— company and else. as been lovely to meet others _ and else. as been lovely to meet others like — and else. as been lovely to meet others like that. she and else. as been lovely to meet others like that.— and else. as been lovely to meet others like that. she i'm sure use -- i'm others like that. she i'm sure use -- i'm sure _ others like that. she i'm sure use -- i'm sure that _ others like that. she i'm sure use -- i'm sure that you _ others like that. she i'm sure use -- i'm sure that you have - others like that. she i'm sure use -- i'm sure that you have shared| —— i'm sure that you have shared that but it's harder for people who have not lived through the experience to understand what it feels like. ., ., , feels like. living through it has been quite _ feels like. living through it has been quite dreadful, _ feels like. living through it has been quite dreadful, because i feels like. living through it has - been quite dreadful, because having to see _ been quite dreadful, because having to see our— been quite dreadful, because having to see our parents _ been quite dreadful, because having to see our parents suffer, _ been quite dreadful, because having to see our parents suffer, the - been quite dreadful, because having to see our parents suffer, the harm i to see our parents suffer, the harm that was— to see our parents suffer, the harm that was inflicted _ to see our parents suffer, the harm that was inflicted on _ to see our parents suffer, the harm that was inflicted on our— to see our parents suffer, the harm that was inflicted on our parents, i that was inflicted on our parents, you know. — that was inflicted on our parents, you know. those _

that was inflicted on our parents, you know, those issues - that was inflicted on our parents, you know, those issues have - you know, those issues have unfortunately _ you know, those issues have unfortunately been - you know, those issues have unfortunately been passed i you know, those issues have| unfortunately been passed on you know, those issues have - unfortunately been passed on to us as children — unfortunately been passed on to us as children as — unfortunately been passed on to us as children as well. _ unfortunately been passed on to us as children as well. for— unfortunately been passed on to us as children as well. for example, i unfortunately been passed on to us. as children as well. for example, we realised _ as children as well. for example, we realised on— as children as well. for example, we realised on the — as children as well. for example, we realised on the group _ as children as well. for example, we realised on the group chat _ as children as well. for example, we realised on the group chat we - as children as well. for example, we realised on the group chat we have i realised on the group chat we have all suffered — realised on the group chat we have all suffered financial _ realised on the group chat we have all suffered financial issues - realised on the group chat we have all suffered financial issues as - all suffered financial issues as well. — all suffered financial issues as well. we — all suffered financial issues as well, we have _ all suffered financial issues as well, we have all— all suffered financial issues as well, we have all lost - all suffered financial issues as well, we have all lost friends, j all suffered financial issues as i well, we have all lost friends, we have _ well, we have all lost friends, we have all— well, we have all lost friends, we have all lost _ well, we have all lost friends, we have all lost certain _ well, we have all lost friends, we have all lost certain types - well, we have all lost friends, we have all lost certain types of - have all lost certain types of relationships, _ have all lost certain types of relationships, in— have all lost certain types of relationships, in my- have all lost certain types of relationships, in my case . have all lost certain types of relationships, in my case i. have all lost certain types of i relationships, in my case i lost have all lost certain types of - relationships, in my case i lost my cousins. _ relationships, in my case i lost my cousins. �* . relationships, in my case i lost my cousins. �* , relationships, in my case i lost my cousins. , ., , cousins. because your family was divided by. _ cousins. because your family was divided by. it _ cousins. because your family was divided by, it was _ cousins. because your family was divided by, it was your _ cousins. because your family was divided by, it was your dad... - cousins. because your family was i divided by, it was your dad... yes, his wrongful _ divided by, it was your dad... yes, his wrongful prosecution _ divided by, it was your dad... yes, his wrongful prosecution and harmful allegations _ his wrongful prosecution and harmful allegations to — his wrongful prosecution and harmful allegations to other— his wrongful prosecution and harmful allegations to other postmasters - his wrongful prosecution and harmful allegations to other postmasters and j allegations to other postmasters and sub—postmasters _ allegations to other postmasters and sub—postmasters as _ allegations to other postmasters and sub—postmasters as well. _ allegations to other postmasters and sub—postmasters as well. so - allegations to other postmasters and sub-postmasters as well.— sub-postmasters as well. so why did ou set u- sub-postmasters as well. so why did you set up the _ sub-postmasters as well. so why did you set up the group. _ sub-postmasters as well. so why did you set up the group, katie? - sub-postmasters as well. so why did you set up the group, katie? i - sub-postmasters as well. so why did you set up the group, katie? i felt i you set up the group, katie? i felt very strongly _ you set up the group, katie? i felt very strongly when _ you set up the group, katie? i felt very strongly when i _ you set up the group, katie? i felt very strongly when i was - you set up the group, katie? i felt very strongly when i was with my dad at the select committee, he spoke, and i supported him, and after i heard the lack of in my opinion compassion and empathy towards what it has done to us as a family, i needed to do something, i needed to reach out to the kids because i have suffered and i know everyone else has. i want this to be a place where

we can all hold each other�*s hand. what was it like during that inquiry? had you heard all of what your dad had said before? i had your dad had said before? i had heard of it. _ your dad had said before? i had heard of it, but _ your dad had said before? i had heard of it, but when _ your dad had said before? i had heard of it, but when your- your dad had said before? i w. heard of it, but when your dad your dad had said before? i i—c heard of it, but when your dad talks about being suicidal, i didn't know that and that brought up a lot of upset and anger, that system has done that to him. and, yeah, ijust needed to do something for the kids and be that person to get us all together and support each other. rebekah, what did you know about what your parents were going through? because yourfamily what your parents were going through? because your family has a real history of being postmasters. yeah, generations and generations, 1984. _ yeah, generations and generations, 1984. my— yeah, generations and generations, 1984, my gran and grandad got their post office _ 1984, my gran and grandad got their post office and they only got rid in 2019. _ post office and they only got rid in 2019. just — post office and they only got rid in 2019, just before covid. so for us it was— 2019, just before covid. so for us it was a _ 2019, just before covid. so for us it was a bit— 2019, just before covid. so for us it was a bit of a business opportunity lost because that is something we definitely would have .one something we definitely would have gone into— something we definitely would have gone into hadn't this happened and deteriorated. i didn't have all that

much _ deteriorated. i didn't have all that much knowledge, elvis very kept from us. to _ much knowledge, elvis very kept from us. ., , ., . a, yeah, much knowledge, elvis very kept from us-_ yeah. but - us. to protect you? yeah, but lookini us. to protect you? yeah, but looking back _ us. to protect you? yeah, but looking back is _ us. to protect you? yeah, but looking back is the _ us. to protect you? yeah, but looking back is the -- - us. to protect you? yeah, but looking back is the -- you - us. to protect you? yeah, but looking back is the -- you see looking back is the —— you see things— looking back is the —— you see things like _ looking back is the —— you see things like my mum was suffering from _ things like my mum was suffering from panic— things like my mum was suffering from panic attacks, we thought it was because she drank too much coffee _ was because she drank too much coffee but— was because she drank too much coffee but now we know she was suffering — coffee but now we know she was suffering through going bankrupt by the end _ suffering through going bankrupt by the end of it. and he has still not received — the end of it. and he has still not received any more competition from it and _ received any more competition from it and is— received any more competition from it and is still— received any more competition from it and is still going through the trauma — it and is still going through the trauma of— it and is still going through the trauma of it now. similar to varchas. _ trauma of it now. similar to varchas, we lost our cousin who works _ varchas, we lost our cousin who works for— varchas, we lost our cousin who works for our mum, and she got done for false _ works for our mum, and she got done for false accounting even though she wasn't. _ for false accounting even though she wasn't. and — for false accounting even though she wasn't. and we lost a lot of our family— wasn't. and we lost a lot of our family through that, the word thief was being — family through that, the word thief was being thrown around and we didn't— was being thrown around and we didn't see — was being thrown around and we didn't see them any more so that was a sad _ didn't see them any more so that was a sad time _ didn't see them any more so that was a sad time as— didn't see them any more so that was a sad time as well.— a sad time as well. varchas, i'm sure you — a sad time as well. varchas, i'm sure you have — a sad time as well. varchas, i'm sure you have already _ a sad time as well. varchas, i'm sure you have already shared i a sad time as well. varchas, i'm i sure you have already shared these experiences with one another, but

the other people looking at you and your family, the other people looking at you and yourfamily, and judging, the other people looking at you and yourfamily, andjudging, because of the wrongfuljudgments yourfamily, andjudging, because of the wrongful judgments that yourfamily, andjudging, because of the wrongfuljudgments that were made at the time, what was that, what was the impact on a child? how old were you? i what was the impact on a child? how old were you?— old were you? i was 23 when it happened- _ old were you? i was 23 when it happened- 23. _ old were you? i was 23 when it happened. 23, so _ old were you? i was 23 when it happened. 23, so you - old were you? i was 23 when it happened. 23, so you are - old were you? i was 23 when it. happened. 23, so you are growing old were you? i was 23 when it - happened. 23, so you are growing up, an adult, watching _ happened. 23, so you are growing up, an adult, watching this _ happened. 23, so you are growing up, an adult, watching this unfold, - happened. 23, so you are growing up, an adult, watching this unfold, and i an adult, watching this unfold, and presumably, seeing your father facing the court, and facing this business. ~ . facing the court, and facing this business. . ., ,, .«i facing the court, and facing this business. . . ,, a .g business. when it all kicked off in our village. _ business. when it all kicked off in our village, when _ business. when it all kicked off in our village, when the _ business. when it all kicked off in our village, when the post - business. when it all kicked off in our village, when the post office | our village, when the post office wrongfully— our village, when the post office wrongfully accused _ our village, when the post office wrongfully accused my _ our village, when the post office wrongfully accused my father, i our village, when the post office i wrongfully accused my father, dad our village, when the post office - wrongfully accused my father, dad to try and _ wrongfully accused my father, dad to try and keep — wrongfully accused my father, dad to tryand keep me— wrongfully accused my father, dad to try and keep me away— wrongfully accused my father, dad to try and keep me away from _ wrongfully accused my father, dad to try and keep me away from much- wrongfully accused my father, dad to try and keep me away from much of. try and keep me away from much of it. so _ try and keep me away from much of it. so over— try and keep me away from much of it. so over the — try and keep me away from much of it. so over the last _ try and keep me away from much of it. so over the last two _ try and keep me away from much of it. so over the last two years, - try and keep me away from much of it. so over the last two years, i- it. so over the last two years, i have _ it. so over the last two years, i have now — it. so over the last two years, i have now finally _ it. so over the last two years, i have now finally been - it. so over the last two years, i have now finally been told - it. so over the last two years, i have now finally been told of i it. so over the last two years, ii have now finally been told of all it. so over the last two years, i. have now finally been told of all of the wrongful. _ have now finally been told of all of the wrongful, hurtful— have now finally been told of all of the wrongful, hurtful things - have now finally been told of all of the wrongful, hurtful things that i the wrongful, hurtful things that were _ the wrongful, hurtful things that were said — the wrongful, hurtful things that were said and _ the wrongful, hurtful things that were said and being _ the wrongful, hurtful things that were said and being done. - the wrongful, hurtful things that were said and being done. but i the wrongful, hurtful things that - were said and being done. but when i was 23. _ were said and being done. but when i was 23. for— were said and being done. but when i was 23, for example, _ were said and being done. but when i was 23, for example, our— were said and being done. but when i was 23, for example, ourfamily- were said and being done. but when i was 23, for example, our familyjusti was 23, for example, ourfamilyjust more _ was 23, for example, ourfamilyjust more or— was 23, for example, ourfamilyjust more or less — was 23, for example, ourfamilyjust more or less got _ was 23, for example, ourfamilyjust

more or less got divided. _ was 23, for example, ourfamilyjust more or less got divided. as - was 23, for example, ourfamilyjust more or less got divided. as a - more or less got divided. as a child. — more or less got divided. as a child. well. _ more or less got divided. as a child. well. i— more or less got divided. as a child, well, iwas— more or less got divided. as a child, well, i was a _ more or less got divided. as a child, well, i was a young - more or less got divided. as a i child, well, i was a young adult, more or less got divided. as a . child, well, i was a young adult, i was an— child, well, i was a young adult, i was an adult. _ child, well, i was a young adult, i was an adult, but _ child, well, i was a young adult, i was an adult, but i— child, well, i was a young adult, i was an adult, but i felt _ child, well, i was a young adult, i was an adult, but i felt isolated i was an adult, but i felt isolated and i— was an adult, but i felt isolated and i really— was an adult, but i felt isolated and i really isolated _ was an adult, but i felt isolated and i really isolated myself- was an adult, but i felt isolated and i really isolated myself in i and i really isolated myself in london. — and i really isolated myself in london. my— and i really isolated myself in london. my parents - and i really isolated myself in london. my parents were - and i really isolated myself in london. my parents were in i and i really isolated myself in - london. my parents were in oxford. i was working — london. my parents were in oxford. i was working six — london. my parents were in oxford. i was working six or _ london. my parents were in oxford. i was working six or seven _ london. my parents were in oxford. i was working six or seven days - london. my parents were in oxford. i was working six or seven days a - london. my parents were in oxford. ij was working six or seven days a week as well. _ was working six or seven days a week as well. and — was working six or seven days a week as well. and it — was working six or seven days a week as well. and it was _ was working six or seven days a week as well. and it was very— was working six or seven days a week as well. and it was very difficult - as well. and it was very difficult to make — as well. and it was very difficult to make friends _ as well. and it was very difficult to make friends after _ as well. and it was very difficult to make friends after you - as well. and it was very difficult to make friends after you have i as well. and it was very difficult. to make friends after you have lost your cousins. — to make friends after you have lost your cousins, your— to make friends after you have lost your cousins, your friends, - to make friends after you have lost your cousins, your friends, you - to make friends after you have lost. your cousins, your friends, you have no one _ your cousins, your friends, you have no one really— your cousins, your friends, you have no one really to _ your cousins, your friends, you have no one really to talk _ your cousins, your friends, you have no one really to talk to. _ your cousins, your friends, you have no one really to talk to. because - your cousins, your friends, you have no one really to talk to. because he| no one really to talk to. because he was going _ no one really to talk to. because he was going to — no one really to talk to. because he was going to believe _ no one really to talk to. because he was going to believe you. _ no one really to talk to. because he was going to believe you. ohm - no one really to talk to. because he was going to believe you. ohm [- no one really to talk to. because he was going to believe you. am i right in thinkini was going to believe you. am i right in thinking that _ was going to believe you. am i right in thinking that there _ was going to believe you. am i right in thinking that there was _ was going to believe you. am i right in thinking that there was a - was going to believe you. am i right j in thinking that there was a moment when you witness your father having a tag, an electronic tag, where you physically there? i a tag, an electronic tag, where you physically there?— physically there? i was there, yes. i went physically there? i was there, yes. i went back — physically there? i was there, yes. i went back to _ physically there? i was there, yes. i went back to oxford _ physically there? i was there, yes. i went back to oxford that - physically there? i was there, yes. i went back to oxford that day, - physically there? i was there, yes. | i went back to oxford that day, just to see _ i went back to oxford that day, just to see how— i went back to oxford that day, just to see how my— i went back to oxford that day, just to see how my father— i went back to oxford that day, just to see how my father was - i went back to oxford that day, just to see how my father was doing. i i went back to oxford that day, just i to see how my father was doing. and my dad _ to see how my father was doing. and my dad put— to see how my father was doing. and my dad put on— to see how my father was doing. and my dad put on a _ to see how my father was doing. and my dad put on a really— to see how my father was doing. and my dad put on a really big _ to see how my father was doing. and my dad put on a really big brave - my dad put on a really big brave face. _ my dad put on a really big brave face. but — my dad put on a really big brave face. but as— my dad put on a really big brave face. but as a— my dad put on a really big brave face, but as a child _ my dad put on a really big brave face, but as a child of _ my dad put on a really big brave face, but as a child of his, - my dad put on a really big brave face, but as a child of his, i- my dad put on a really big brave face, but as a child of his, i willl face, but as a child of his, i will

always— face, but as a child of his, i will always have _ face, but as a child of his, i will always have to _ face, but as a child of his, i will always have to remember- face, but as a child of his, i will always have to remember that| face, but as a child of his, i will- always have to remember that moment. i always have to remember that moment. i cannot— always have to remember that moment. i cannot raise _ always have to remember that moment. i cannot raise that. _ always have to remember that moment. i cannot raise that. what— always have to remember that moment. i cannot raise that.— i cannot raise that. what happened? the officer came _ i cannot raise that. what happened? the officer came upstairs _ i cannot raise that. what happened? the officer came upstairs to - i cannot raise that. what happened? the officer came upstairs to the - the officer came upstairs to the flat. _ the officer came upstairs to the flat. that — the officer came upstairs to the flat. that was _ the officer came upstairs to the flat, that was on _ the officer came upstairs to the flat, that was on the _ the officer came upstairs to the flat, that was on the sofa - the officer came upstairs to the flat, that was on the sofa and i the officer came upstairs to the i flat, that was on the sofa and he said. _ flat, that was on the sofa and he said. right — flat, that was on the sofa and he said. right leg. _ flat, that was on the sofa and he said, right leg, dad _ flat, that was on the sofa and he said, right leg, dad put- flat, that was on the sofa and he said, right leg, dad put out - flat, that was on the sofa and he said, right leg, dad put out his. said, right leg, dad put out his right— said, right leg, dad put out his right leg. _ said, right leg, dad put out his right leg. and— said, right leg, dad put out his right leg, and you _ said, right leg, dad put out his right leg, and you saw- said, right leg, dad put out his right leg, and you saw the - said, right leg, dad put out his. right leg, and you saw the officer io right leg, and you saw the officer go down — right leg, and you saw the officer go down on — right leg, and you saw the officer go down on one _ right leg, and you saw the officer go down on one knee _ right leg, and you saw the officer go down on one knee and - right leg, and you saw the officer go down on one knee and just. right leg, and you saw the officerl go down on one knee and just put right leg, and you saw the officer- go down on one knee and just put the ta- go down on one knee and just put the tag on. _ go down on one knee and just put the tag on. it _ go down on one knee and just put the tag on. it was— go down on one knee and just put the tag on. it was quite _ go down on one knee and just put the tag on. it was quite a _ go down on one knee and just put the tag on. it was quite a secure - go down on one knee and just put the tag on. it was quite a secure tag. - tag on. it was quite a secure tag. it's tag on. it was quite a secure tag. it's quite _ tag on. it was quite a secure tag. it's quite a — tag on. it was quite a secure tag. it's quite a thick _ tag on. it was quite a secure tag. it's quite a thick item _ tag on. it was quite a secure tag. it's quite a thick item as- tag on. it was quite a secure tag. it's quite a thick item as well. - tag on. it was quite a secure tag. | it's quite a thick item as well. and it's quite a thick item as well. and i know— it's quite a thick item as well. and i know they— it's quite a thick item as well. and i know they have _ it's quite a thick item as well. and i know they have put _ it's quite a thick item as well. and i know they have put —— _ it's quite a thick item as well. and i know they have put —— my- it's quite a thick item as well. and i know they have put —— my dad i it's quite a thick item as well. and. i know they have put —— my dad put on a _ i know they have put —— my dad put on a brave — i know they have put —— my dad put on a brave face _ i know they have put —— my dad put on a brave face but _ i know they have put —— my dad put on a brave face but a _ i know they have put —— my dad put on a brave face but a memory- i know they have put —— my dad put on a brave face but a memory like i on a brave face but a memory like that i_ on a brave face but a memory like that i will— on a brave face but a memory like that i will always _ on a brave face but a memory like that i will always keep. _ on a brave face but a memory like that i will always keep. it - on a brave face but a memory like that i will always keep. it will- that i will always keep. it will never— that i will always keep. it will never be _ that i will always keep. it will never be erased _ that i will always keep. it will never be erased from - that i will always keep. it will never be erased from my- that i will always keep. it will. never be erased from my head. that i will always keep. it will- never be erased from my head. you have that. — never be erased from my head. you have that. and _ never be erased from my head. have that, and katie you had the experience of two days' notice before you were whisked off to france to start a new life with no understanding what was happening. and the thing is i only found out about the six months ago. for 16 years i blamed my mum and dad for everything. for years i blamed my mum and dad for eve hini. ., , years i blamed my mum and dad for everything-_ and! years i blamed my mum and dad for| everything-_ and i everything. for uprooting you? and i hate sa ini everything. for uprooting you? and i hate saying that _ everything. for uprooting you? and i hate saying that and _

everything. for uprooting you? and i hate saying that and a _ everything. for uprooting you? and i hate saying that and a lot _ everything. for uprooting you? and i hate saying that and a lot of- hate saying that and a lot of us feel guilty in our group to talk about this, because it's not our mums and dads, and ifeel very passionate, it is not our mums and dads and they need to know this and we are not doing this to take away from them, they are still not being paid, there is still an issue with them, but this has spread so much further than people think. the post office needs to realise that. do want to have a last thought on that rebekah? the chaotic compensation schemes as they are and incorrect as they are, they are a thing that can happen. we appear to be talking about here something that runs very deep, and is may be less easy to solve or to help in some way, what is it you want? i solve or to help in some way, what is it you want?— is it you want? i think first and foremost. _ is it you want? i think first and foremost, the _ is it you want? i think first and foremost, the group _ is it you want? i think first and foremost, the group of- is it you want? i think first and foremost, the group of having | is it you want? i think first and i foremost, the group of having all is it you want? i think first and - foremost, the group of having all of the children being able to be heard and have _ the children being able to be heard and have people who are listening to them _ and have people who are listening to them who— and have people who are listening to them who understand that is the main bit of sharing experiences and not feeling _ bit of sharing experiences and not feeling guilt to share experiences which _ feeling guilt to share experiences which is _ feeling guilt to share experiences which is what katie has created with

lost chances. and i think also, a lot of— lost chances. and i think also, a lot of us— lost chances. and i think also, a lot of us have missed out on careers. _ lot of us have missed out on careers, we have missed out on education. _ careers, we have missed out on education, and ultimately our childhood, we have missed out on. a lot of— childhood, we have missed out on. a lot of this _ childhood, we have missed out on. a lot of this work from the way younger— lot of this work from the way younger to be able to afford things that our— younger to be able to afford things that our friends did and we didn't, and me _ that our friends did and we didn't, and me personally, iworked that our friends did and we didn't, and me personally, i worked from the are and me personally, i worked from the age of— and me personally, i worked from the age of i3— and me personally, i worked from the age of 13 in— and me personally, i worked from the age of 13 in a — and me personally, i worked from the age of 13 in a fish and chip shop. you are — age of 13 in a fish and chip shop. you are giving money to your mum to help with their payments? i you are giving money to your mum to help with their payments?— help with their payments? i wouldn't chan . e it help with their payments? i wouldn't change it for— help with their payments? i wouldn't change it for the _ help with their payments? i wouldn't change it for the world, _ help with their payments? i wouldn't change it for the world, i _ help with their payments? i wouldn't change it for the world, i loved - help with their payments? i wouldn't change it for the world, i loved my i change it for the world, i loved my childhood. — change it for the world, i loved my childhood. i— change it for the world, i loved my childhood, i loved my family, i have had so _ childhood, i loved my family, i have had so much — childhood, i loved my family, i have had so much love and support my whole _ had so much love and support my whole entire life but would i have rather— whole entire life but would i have rather gone to the beach on a saturday— rather gone to the beach on a saturday on a bank holiday sunday, or would _ saturday on a bank holiday sunday, or would i _ saturday on a bank holiday sunday, or would i rather be at work? i know which _ or would i rather be at work? i know which one _ or would i rather be at work? i know which one i— or would i rather be at work? i know which one i would choose. it�*s or would i rather be at work? i know which one i would choose.— which one i would choose. it's very obvious sitting _ which one i would choose. it's very obvious sitting here _ which one i would choose. it's very obvious sitting here with _ which one i would choose. it's very obvious sitting here with you - which one i would choose. it's very obvious sitting here with you all. obvious sitting here with you all the sense of solidarity and the support, literallyjust seeing support, literally just seeing looking support, literallyjust seeing looking at each other and nodding and understanding, i can see what difference it makes. really appreciate your stories this morning. appreciate your stories this morning-— appreciate your stories this mornini. . ~' morning. thank you, good luck. thank ou so

morning. thank you, good luck. thank you so much- — morning live follows breakfast on bbc one this morning. let's find out what they have in store with kym and gethin. getting ready in your studio, good morning. coming up, brits lost over 600 million pounds last year, being locked into subscriptions they don't need or even know they have. rip off britain's angela rippon is here to stop you getting caught out. it's called a subscription trap. i'll tell you the rights - to getting a refund and show you how to beat the system. plus, we find out how heartless criminals are preying on grieving families. i it was terrible, it really was, i and we can only think back on it now that her funeral was tarnished by a scam. — this is absolutely awful. we investigate how fraudsters are setting up fake social media profiles for funeral donations, to con innocent families out of money at such a devastating time.

and dr oscar's here dissecting the latest health headlines, tackling supplements, hair loss and if bugs could hold the secret to treating brain tumours. also we're taking a bite of a sweet treat you can make at home and could also be great for a red nose day bake sale, with cook yvonne cobb. i've got a red velvet - cookie making masterclass, using vinegar but i promise they'll be the best cookies _ you'll ever taste! and we'll find out how your comic relief donations change lives with presenter davina mccall. she explores the emotional and financial impact on family members choosing to look after their relative's children rather than see them go in to care. something davina knows all about after her granny raised her. see you at 9:30. thank you very much. i'm taking away vinegar in cookies, i am intrigued. i like vinegar in all things,

pickles, great. in i like vinegar in all things, pickles, great.— i like vinegar in all things, ickles, ireat. , pickles, great. in sweet things? give it a try- _ time now to get the news, travel and weather where you are. hello, good morning. you're watching bbc london. i'm frankie mccamley. scotland yard's agreed to pay £10,000 in damages to a woman who was arrested at a vigil for sarah everard three years ago. jennifer edmunds was one of a group people detained that night. she was held overnight and charged with breaching covid restrictions on clapham common. her solicitors say the charges were dropped 15 months later. she's sued the met for breaching her human rights, false imprisonment and assault. leaseholders have told bbc london that rising service charges have left them feeling trapped . the government says it s bringing in new laws that will protect residents. but one man told bbc london that his service charge increased by 400% in a year

and he now pays over £600 a month towards the upkeep of his building. it's just fear now and anxiety. we just don't have the money to pay it. so at the minute, we have no joint savings left. we're dipping into credit cards to pay for shopping, etc. and it's yeah, we'rejust left in our overd rafts at the end of every month. if you've got some time to spare this morning — the head to the tower of london where the royal marines will perform the ceremony of the constable's dues. its an ancient tradition that can be indirectly traced back at least 700 years when ships visiting london would have to make a payment to the constable. this year it will involve a helicopter and three royal marine offshore raiding craft there are a lot of issues on the tubes this morning part suspensions on the metropolitan, northern and overground and minor delays on the piccadilly line, so do check before you travel.

as for whether it's an umbrella or sunglasses day today, here's the weather with kawser. hello. good morning. well, we're looking at a mostly dry day today, especially during the morning with some good spells of sunshine around. cloud will build later in the afternoon, though, and there is a chance of some scattered showers arriving in, too, on a brisk southwesterly winds. so it will be quite a breezy day today. but in the sunshine, a mild day. temperatures quite widely reaching around the mid—teens, maybe up to 16 or 17 celsius. but you can see those showers into the afternoon and into the evening. there will be further showers, one or two heavy ones at times, a lot of cloud around, one or two clearer spells. but it does remain breezy overnight and mild as well. temperatures holding up at around 9 to 11 celsius, so noticeably mild to start the day tomorrow. it does look quite unsettled into friday and into the weekend as well. with low pressure nearby. there will be sunshine and scattered

showers in store on friday and temperatures still on the mild side, but becoming a bit cooler as we look ahead to saturday, largely dry during the day on saturday. but there is a chance of some rain to arrive later. and that's your forecast. that's it from me. i'm back in half an hour. if you fancy a read this morning then there's more on the police hotline on our webiste of the bbc news app. now though, i'll hand you back to naga and charlie. before i go, if you fancy a bit of light reading this morning, then head to our website to find out more about the intergalactic space warrior — count binface — who is standing in this year's mayoral election. as — in his words — it's time to "take the trash out". he also wants a cap on the price of croissants and ceefax to be brought back. on that note, i'll see you in half an hour. bye bye. hello, this is breakfast with naga munchetty and charlie stayt. it's been one year since an intruder entered a secondary school in slough, armed with a knife and claiming to have a gun — forcing students and staff into lockdown. throughout the ordeal, it was the actions of quick—thinking headteacher ciran stapleton, which have been credited with ensuring the safety of everyone on site, until armed officers arrived. our reporter tim muffett

has been to meet him. so on that day, it's about break time... it's almost one year since head teacher ciran stapleton found himself, his staff and his students in a terrifying situation. so on that day, it's about break time... one of our team from the office came through and alerted me that an intruder entered onto the premises. our intruder was literally right in front of us here at the end of this corridor. now, at that point, one of my other colleagues revealed that he'd actually said that he had a gun with him. this guy was really edgy, really, reallyjumpy. he had kind of a manbag wrapped around his body. he had his hand within that bag and certainly shaped as if he was carrying some kind of firearm. but it is very quickly pointed and quite erratically around. what he started saying at the same time, it was talking about the end of the world and about how he was going to finish it all at some point, why it started to come out of this bag. and then there was a light within it that we could see shining outm like a red light

shining out of it. and that's when we thought, well, he's either got a gun or he could have his finger on some kind of detonator at some point. did you actually think you might be about to die? i remember going through my head. "well, here we go. "this is it. "this is going to happen. "this is really going to going to happen." it turned out the intruder hadn't been carrying a gun or explosives, but had been carrying a large knife. coincidentally, the school had practiced going into lockdown in a similar scenario two weeks before. chris robinson was teaching students in a nearby classroom. everyone had to get undertheir desks, lock and secure the room. it's absolute silence and making sure that everyone is calm. it'd be very easy to panic in a situation like that if you don't have really strong procedures. and, you know, we're all really confident in what to do in a situation like that. at the end of the day, what we what we ended up dealing with was with a young man who was really hurting, who needed to be listened to, didn't feel loved. and consequently was was willing to kind of really take that out.

and that's really what the root, i think, of this potential situation was. and so that's how we came into sort of contact with mark really, and the kiyan prince foundation. kiyan prince was stabbed and killed in 2006, aged 15. i think if you're dealing with symptoms, how do you tackle the real illness? his dad, mark, is a former light heavyweight boxing champion and has received an obe for his work in tackling youth violence. and when my son died and i had to bury him, put him in a coffin and put him in the ground. there's something that i had to do. there's a part that i had to play. and young people don't know how their minds work and how they can become their great version of themselves, by the way that they think, then they're going to be trapped in a lot of the traps i fell in. because a lot of the young people are hurting just like i was when i was

growing up. issues stems from how they felt about me. i think it was empowering. i thought to myself, maybe - i was lucky where i am right now, where i've kept the good life. but there's other children out there that may not be as lucky as me and empowered me to maybe go on and try and hope. we're trying to fit into a mold we've seen on social media, right? all of us have been affected by this massively. i think it's inspired us to help the younger generation, because i think all of us here have got younger siblings. and i think we care about them massively and we want to we want them to do good. not onlyjust them, us ourselves. when we go out and represent our family, we're a brand. it's a powerful message. what i got out of the talk with mark was probably about the mind - iand how a lot of issues do arise. from the mind and how you think. my son was an absolute awesome individual. killers come along and take him, his whole future. and i always go around teaching the power of choice, and i want schools to open their doors.

there's not enough being done. in this school, a year ago, tragedy was thankfully avoided. but there is determination here to empower young people to make the right choices in life. tim muffett, bbc news. an extraordinary story. ciran stapleton, headteacher of stjoseph's catholic high school, joins us now alongside and mark prince, founder of the kiyan prince foundation, which works to tackle youth violence. you will say it is yourjob to do something like this but it's not normal and at that moment in time so much must have been going through your head as you describe in the film. ~ . your head as you describe in the film. ~ , , your head as you describe in the film. . , , . , ., film. when these things cut in you resort back _ film. when these things cut in you resort back to _ film. when these things cut in you resort back to the _ film. when these things cut in you resort back to the basic _ film. when these things cut in you resort back to the basic training i resort back to the basic training that you —

resort back to the basic training that you have, so something has happened — that you have, so something has happened within the school and you have to _ happened within the school and you have to respond. at the time when we heard. _ have to respond. at the time when we heard. we _ have to respond. at the time when we heard, we didn't realise straightaway the significance or danger— straightaway the significance or danger that might have been prevalent when we got into the situation — prevalent when we got into the situation itself. if prevalent when we got into the situation itself.— prevalent when we got into the situation itself. if you watch the iece situation itself. if you watch the piece back. _ situation itself. if you watch the piece back, people _ situation itself. if you watch the piece back, people like - situation itself. if you watch the piece back, people like us - situation itself. if you watch the piece back, people like us are i piece back, people like us are asking you questions about how you handled it, but how do you look back at that? presumably it is traumatic. you obviously did remarkable things in the moment and got everything right. that doesn't change the principle that something like that happening in your school is traumatic.— happening in your school is traumatic. . v , traumatic. yes it's quite funny because teachers _ traumatic. yes it's quite funny because teachers will - traumatic. yes it's quite funny because teachers will always i traumatic. yes it's quite funny i because teachers will always be dealing — because teachers will always be dealing with children who are there most _ dealing with children who are there most distressed and with parents as well and _ most distressed and with parents as well and we might be dealing with people _ well and we might be dealing with people who were not at their best at that time. _ people who were not at their best at

that time. and with a situation like this. _ that time. and with a situation like this. we _ that time. and with a situation like this, we confront someone, looking really— this, we confront someone, looking really edgy— this, we confront someone, looking really edgy and erratic. you try and caiole _ really edgy and erratic. you try and caiole them — really edgy and erratic. you try and cajole them or taught them back into a place. _ cajole them or taught them back into a place. a _ cajole them or taught them back into a place, a better place, but the situation — a place, a better place, but the situation here very quickly. with a normal— situation here very quickly. with a normal kind — situation here very quickly. with a normal kind of speaking and talking and calming of the situation we do at the _ and calming of the situation we do at the time, use only realised it wasn't — at the time, use only realised it wasn't working on this character was getting _ wasn't working on this character was getting further and further into the school— getting further and further into the school rather than cajoling him out and to _ school rather than cajoling him out and to get — school rather than cajoling him out and to get him somewhere out of the area where _ and to get him somewhere out of the area where there were lots of students _ area where there were lots of students and staff at the time, particular— students and staff at the time, particular during a lesson and transition _ particular during a lesson and transition turnover at that point. mark. _ transition turnover at that point. mark, what did you think when you heard about this, almost a year ago today, when it happened?— heard about this, almost a year ago today, when it happened? sadly, for me, ou today, when it happened? sadly, for me. you get — today, when it happened? sadly, for me. you get a _ today, when it happened? sadly, for me. you get a lot— today, when it happened? sadly, for me, you get a lot of— today, when it happened? sadly, for me, you get a lot of calls _ today, when it happened? sadly, for me, you get a lot of calls not - today, when it happened? sadly, for me, you get a lot of calls not so - me, you get a lot of calls not so much _ me, you get a lot of calls not so much with— me, you get a lot of calls not so much with people _ me, you get a lot of calls not so much with people coming - me, you get a lot of calls not so much with people coming in - me, you get a lot of calls not so much with people coming in thej much with people coming in the school. — much with people coming in the school. but _ much with people coming in the school, but it— much with people coming in the school, but it reminded - much with people coming in the school, but it reminded me - much with people coming in the school, but it reminded me of. much with people coming in the i school, but it reminded me of the school _ school, but it reminded me of the school calling _ school, but it reminded me of the school calling us _ school, but it reminded me of the school calling us when _ school, but it reminded me of the school calling us when one - school, but it reminded me of the school calling us when one of - school, but it reminded me of the| school calling us when one of their children— school calling us when one of their children was — school calling us when one of their children was stabbed _ school calling us when one of their children was stabbed outside - school calling us when one of their children was stabbed outside the i children was stabbed outside the school—

children was stabbed outside the school gates. _ children was stabbed outside the school gates. there _ children was stabbed outside the school gates. there was - children was stabbed outside the school gates. there was a - children was stabbed outside the i school gates. there was a beautiful boy called — school gates. there was a beautiful boy called casey. _ school gates. there was a beautiful boy called casey, who _ school gates. there was a beautiful boy called casey, who got - school gates. there was a beautiful boy called casey, who got killed . boy called casey, who got killed outside — boy called casey, who got killed outside of — boy called casey, who got killed outside of the _ boy called casey, who got killed outside of the school— boy called casey, who got killed outside of the school and - boy called casey, who got killed outside of the school and they. outside of the school and they called — outside of the school and they called me _ outside of the school and they called me and _ outside of the school and they called me and to _ outside of the school and they called me and to help- outside of the school and they called me and to help with - outside of the school and they| called me and to help with the effects— called me and to help with the effects of— called me and to help with the effects of the _ called me and to help with the effects of the children. - called me and to help with the effects of the children. that i called me and to help with the i effects of the children. that was the fallout — effects of the children. that was the fallout of— effects of the children. that was the fallout of what _ effects of the children. that was the fallout of what they - effects of the children. that wasj the fallout of what they witness. there _ the fallout of what they witness. there was — the fallout of what they witness. there was a _ the fallout of what they witness. there was a lot _ the fallout of what they witness. there was a lot of _ the fallout of what they witness. there was a lot of ptsd - the fallout of what they witness. there was a lot of ptsd and - the fallout of what they witness. there was a lot of ptsd and kids affecting — there was a lot of ptsd and kids affecting their— there was a lot of ptsd and kids affecting their mental— there was a lot of ptsd and kids affecting their mental health. i there was a lot of ptsd and kidsj affecting their mental health. so there was a lot of ptsd and kids - affecting their mental health. so we could work— affecting their mental health. so we could work with _ affecting their mental health. so we could work with those _ affecting their mental health. so we could work with those children - affecting their mental health. so we could work with those children so i could work with those children so they could — could work with those children so they could finish _ could work with those children so they could finish their— could work with those children so they could finish their exams - could work with those children so they could finish their exams andj they could finish their exams and there _ they could finish their exams and there was— they could finish their exams and there was truancy _ they could finish their exams and there was truancy and _ they could finish their exams and there was truancy and their- there was truancy and their behaviour— there was truancy and their behaviour went _ there was truancy and their behaviour went left. - there was truancy and their behaviour went left. we . there was truancy and their. behaviour went left. we really supported _ behaviour went left. we really supported them _ behaviour went left. we really supported them and _ behaviour went left. we really supported them and they - behaviour went left. we really| supported them and they were behaviour went left. we really- supported them and they were able to id supported them and they were able to go through— supported them and they were able to go through their— supported them and they were able to go through their exams. _ supported them and they were able to go through their exams. [5 _ supported them and they were able to go through their exams.— go through their exams. is that what went through — go through their exams. is that what went through your _ go through their exams. is that what went through your mind _ go through their exams. is that what went through your mind when - go through their exams. is that what went through your mind when you i went through your mind when you heard about the incident? yes. went through your mind when you heard about the incident? yes, and it could have _ heard about the incident? yes, and it could have been _ heard about the incident? yes, and it could have been a _ heard about the incident? yes, and it could have been a whole - heard about the incident? yes, and it could have been a whole lot - it could have been a whole lot worse. — it could have been a whole lot worse. so _ it could have been a whole lot worse, so individuals- it could have been a whole lot worse, so individuals and - it could have been a whole lot worse, so individuals and a i it could have been a whole lot| worse, so individuals and a lot it could have been a whole lot. worse, so individuals and a lot of the students _ worse, so individuals and a lot of the students don't _ worse, so individuals and a lot of the students don't really- worse, so individuals and a lot of the students don't really see - the students don't really see teachers _ the students don't really see teachers like _ the students don't really see teachers like that. _ the students don't really see teachers like that.— teachers like that. they are monsters — teachers like that. they are monsters who _ teachers like that. they are

monsters who tell - teachers like that. they are monsters who tell us - teachers like that. they are monsters who tell us what| teachers like that. they are i monsters who tell us what to teachers like that. they are - monsters who tell us what to do. yes, but in reality they are parents and people — yes, but in reality they are parents and people with _ yes, but in reality they are parents and people with families _ yes, but in reality they are parents and people with families and - yes, but in reality they are parents and people with families and theyl and people with families and they care about — and people with families and they care about the _ and people with families and they care about the children _ and people with families and they care about the children and - and people with families and they care about the children and he - care about the children and he showed — care about the children and he showed that— care about the children and he showed that in _ care about the children and he showed that in the _ care about the children and he showed that in the way- care about the children and he showed that in the way he - care about the children and he - showed that in the way he addressed the individual— showed that in the way he addressed the individual and _ showed that in the way he addressed the individual and allow _ showed that in the way he addressed the individual and allow the - showed that in the way he addressed the individual and allow the guy- showed that in the way he addressed the individual and allow the guy to i the individual and allow the guy to understand — the individual and allow the guy to understand that _ the individual and allow the guy to understand that he _ the individual and allow the guy to understand that he did _ the individual and allow the guy to understand that he did not- the individual and allow the guy to understand that he did not need i the individual and allow the guy to| understand that he did not need to act in _ understand that he did not need to act in this— understand that he did not need to act in this way. _ understand that he did not need to act in this way. you _ understand that he did not need to act in this way-— act in this way. you were talking about the trickle-down - act in this way. you were talking about the trickle-down effect. i act in this way. you were talking i about the trickle-down effect. have about the trickle—down effect. have you witnessed that with the children in your school, and i'm saying children for a reason, because they are young people, you can use that terminology, but have you witnessed that passing down? we terminology, but have you witnessed that passing down?— that passing down? we assess our students about _ that passing down? we assess our students about where _ that passing down? we assess our students about where they - that passing down? we assess our students about where they are - that passing down? we assess our students about where they are outj students about where they are out and how _ students about where they are out and how they feel in the school and we have _ and how they feel in the school and we have a _ and how they feel in the school and we have a number of children who still feel— we have a number of children who still feel really concerned about it. and — still feel really concerned about it. and their safety in the school. and we _ it. and their safety in the school. and we have a small but significant amount— and we have a small but significant amount of— and we have a small but significant amount of children worried about it.

that is— amount of children worried about it. that is an _ amount of children worried about it. that is an ongoing concern. i was iioin to that is an ongoing concern. i was going to ask— that is an ongoing concern. i was going to ask mark, _ that is an ongoing concern. i was going to ask mark, do _ that is an ongoing concern. i was going to ask mark, do you - that is an ongoing concern. i —" going to ask mark, do you think ciran did the right thing? 10096. the first thing he — ciran did the right thing? 10096. the first thing he will— ciran did the right thing? 10096. the first thing he will care _ ciran did the right thing? 10096. the first thing he will care about - ciran did the right thing? 10096. the first thing he will care about is - first thing he will care about is the children, _ first thing he will care about is the children, so— first thing he will care about is the children, so he _ first thing he will care about is the children, so he will- first thing he will care about is the children, so he will put- first thing he will care about is - the children, so he will put himself in the _ the children, so he will put himself in the firing — the children, so he will put himself in the firing line. _ the children, so he will put himself in the firing line.— in the firing line. when you went home and _ in the firing line. when you went home and spoke _ in the firing line. when you went home and spoke to _ in the firing line. when you went home and spoke to your- in the firing line. when you went home and spoke to your family, | in the firing line. when you went i home and spoke to your family, did they think you did the right thing? the first thing i did was speak to my wife — the first thing i did was speak to my wife and say, i need to tell you something — my wife and say, i need to tell you something happen in the school today and god _ something happen in the school today and god love her, my poor wife, i said what— and god love her, my poor wife, i said what had happened and i didn't think about it much and it seems to be something you do and it's a situation — be something you do and it's a situation you have to go to and calm it down— situation you have to go to and calm it down but — situation you have to go to and calm it down but only when you start speaking — it down but only when you start speaking to other people, it's their reaction _ speaking to other people, it's their reaction that made me think there was a _ reaction that made me think there was a bit _ reaction that made me think there was a bit more to it and her reaction _ was a bit more to it and her reaction was to start crying on the phone. _ reaction was to start crying on the phone. that— reaction was to start crying on the phone. that made me emotional about it, phone. that made me emotional about it. but— phone. that made me emotional about it. but it's _ phone. that made me emotional about it, but it's very difficult when you see it _ it, but it's very difficult when you see it outside of the situation, and when _ see it outside of the situation, and when it— see it outside of the situation, and when it happened and i was there, i

wasn't _ when it happened and i was there, i wasn't saying in control of it as much _ wasn't saying in control of it as much as— wasn't saying in control of it as much as you could be, i knew what was happening but it was everyone outside _ was happening but it was everyone outside of— was happening but it was everyone outside of the situation who had been _ outside of the situation who had been locked down did not know what was going _ been locked down did not know what was going on and that was where more difficulty— was going on and that was where more difficulty came in. can was going on and that was where more difficulty came in.— difficulty came in. can i say it is really important _ difficulty came in. can i say it is really important that _ difficulty came in. can i say it is really important that we - difficulty came in. can i say it is really important that we have i difficulty came in. can i say it is i really important that we have not brought _ really important that we have not brought up — really important that we have not brought up the _ really important that we have not brought up the fact _ really important that we have not brought up the fact that - really important that we have not brought up the fact that the - brought up the fact that the relationship _ brought up the fact that the relationship created - brought up the fact that the relationship created with i brought up the fact that thel relationship created with the foundation _ relationship created with the foundation and _ relationship created with the foundation and the - relationship created with the foundation and the school, i relationship created with the i foundation and the school, and relationship created with the - foundation and the school, and what me and _ foundation and the school, and what me and ciran— foundation and the school, and what me and ciran have _ foundation and the school, and what me and ciran have been _ foundation and the school, and what me and ciran have been talking - foundation and the school, and whati me and ciran have been talking about is the _ me and ciran have been talking about is the need _ me and ciran have been talking about is the need for— me and ciran have been talking about is the need for the _ me and ciran have been talking about is the need for the support— me and ciran have been talking about is the need for the support system i is the need for the support system that a _ is the need for the support system that a lot — is the need for the support system that a lot of— is the need for the support system that a lot of schools _ is the need for the support system that a lot of schools need - is the need for the support system that a lot of schools need and - is the need for the support systemi that a lot of schools need and don't have. _ that a lot of schools need and don't have. the _ that a lot of schools need and don't have. the teachers _ that a lot of schools need and don't have. the teachers need _ that a lot of schools need and don't have. the teachers need support. that a lot of schools need and don't i have. the teachers need support with the children— have. the teachers need support with the children and _ have. the teachers need support with the children and how _ have. the teachers need support with the children and how they— have. the teachers need support with the children and how they are - the children and how they are developing. _ the children and how they are developing, their— the children and how they are developing, their mindset, i the children and how they are i developing, their mindset, and the children and how they are - developing, their mindset, and it's great _ developing, their mindset, and it's great that— developing, their mindset, and it's great that they _ developing, their mindset, and it's great that they focus _ developing, their mindset, and it's great that they focus on _ developing, their mindset, and it's great that they focus on educationl great that they focus on education and the _ great that they focus on education and the academic, _ great that they focus on education and the academic, but— great that they focus on education and the academic, but there - great that they focus on education and the academic, but there is - and the academic, but there is another— and the academic, but there is another side _ and the academic, but there is another side that— and the academic, but there is another side that ciran - and the academic, but there is another side that ciran has- and the academic, but there is i another side that ciran has been talking _ another side that ciran has been talking about _ another side that ciran has been talking about and _ another side that ciran has been talking about and that _ another side that ciran has been talking about and that is - another side that ciran has been talking about and that is the - talking about and that is the mindset— talking about and that is the mindset of— talking about and that is the i mindset of self—development. talking about and that is the - mindset of self—development. , and that surety— mindset of self—development. , and that surety about _ mindset of self—development. , and that surety about yourself, - mindset of self—development. , and that surety about yourself, the - mindset of self—development. , and that surety about yourself, the selfl that surety about yourself, the self confidence. — that surety about yourself, the self confidence. ., �* . that surety about yourself, the self confidence-— confidence. you've seen it work first hand? _ confidence. you've seen it work

first hand? we _ confidence. you've seen it work first hand? we have _ confidence. you've seen it work first hand? we have seen - confidence. you've seen it work first hand? we have seen it - confidence. you've seen it work. first hand? we have seen it work first-hand. _ first hand? we have seen it work first-hand, and _ first hand? we have seen it work first-hand, and ciran _ first hand? we have seen it work first-hand, and ciran can - first hand? we have seen it work first-hand, and ciran can share i first hand? we have seen it workj first-hand, and ciran can share it first—hand, and ciran can share it with— first—hand, and ciran can share it with you — first—hand, and ciran can share it with you from _ first—hand, and ciran can share it with you from the _ first—hand, and ciran can share it with you from the assembly, - first—hand, and ciran can share it with you from the assembly, andj with you from the assembly, and allowing — with you from the assembly, and allowing us— with you from the assembly, and allowing us to _ with you from the assembly, and allowing us to deliver— with you from the assembly, and allowing us to deliver the - with you from the assembly, and allowing us to deliver the 12 - with you from the assembly, and| allowing us to deliver the 12 week programme. _ allowing us to deliver the 12 week programme, which _ allowing us to deliver the 12 week programme, which is _ allowing us to deliver the 12 week programme, which is supportingl allowing us to deliver the 12 week. programme, which is supporting the children— programme, which is supporting the children throughout _ programme, which is supporting the children throughout the _ programme, which is supporting the children throughout the process - programme, which is supporting the children throughout the process and| children throughout the process and helping _ children throughout the process and helping them — children throughout the process and helping them understand _ children throughout the process and helping them understand and - helping them understand and regardless _ helping them understand and regardless of— helping them understand and regardless of the _ helping them understand and| regardless of the environment helping them understand and - regardless of the environment and your background. _ regardless of the environment and your background, you _ regardless of the environment and your background, you can - regardless of the environment and your background, you can become| your background, you can become successful— your background, you can become successful and _ your background, you can become successful and do— your background, you can become successful and do really— your background, you can become successful and do really well. - your background, you can become successful and do really well. i. successful and do really well. i think— successful and do really well. i think that _ successful and do really well. i think that is — successful and do really well. i think that is really _ successful and do really well. i think that is really important i successful and do really well. ii think that is really important for young _ think that is really important for young people _ think that is really important for young people to _ think that is really important for young people to understand. . think that is really important for young people to understand. iii think that is really important for| young people to understand. [it is think that is really important for young people to understand. it is a very important _ young people to understand. it is a very important message, - young people to understand. it is a very important message, and - young people to understand.- very important message, and from young people to understand.— very important message, and from the film, ciran, your compassion for the was immediate. almost the first thing you said was we are dealing with someone who is hurting and i think that was a big takeaway from this. macro it's been really interesting talking to you. good luck with your _ interesting talking to you. good luck with your mark _ interesting talking to you. good luck with your mark -- - interesting talking to you. good luck with your mark -- work, i interesting talking to you. good luck with your mark —— work, mark, and thank you, ciran.

they've long been considered an enemy of gardeners everywhere . but .butl . but i don't know if it's fair. are they one — . but i don't know if it's fair. are they one of _ . but i don't know if it's fair. are they one of those _ . but i don't know if it's fair. site: they one of those things that because they are ugly, and we are talking about slugs and snails, that they get a rough deal. then; talking about slugs and snails, that they get a rough deal.— talking about slugs and snails, that they get a rough deal. they are not necessarily — they get a rough deal. they are not necessarily ugly. _ they get a rough deal. they are not necessarily ugly. and _ they get a rough deal. they are not necessarily ugly. and they - they get a rough deal. they are not necessarily ugly. and they are - necessarily ugly. and they are considered the baddies of the garden. the royal horticultural society wants us to challenge our 'negative perceptions' of the much—maligned creatures, by considering their contribution to the eco—system. our environment correspondentjonah fisher is at rhs wisley for us. jonah. have you fallen for the slugs and snails? ~ ,., ., have you fallen for the slugs and snails? . ,., ., ., ,., ., snails? well sort of and some of the viewers seem _ snails? well sort of and some of the viewers seem to _ snails? well sort of and some of the viewers seem to have. _

this one was sent in byjill in okehampton and it has a particularly nice pattern on its back in the garden last summer and the reason i've shown you that leopard slug is because it's got a particular connection to the guest i will speak to, abby marsh from the wildlife trust. you and the leopard slugs, tell us all about it. as you said, magnificent pattern and i love all slugs and snails and leopard slugs in particular hold a special place. they are so beautiful, so beautiful that i_ they are so beautiful, so beautiful that i dressed as a leopard slug at a work— that i dressed as a leopard slug at a work christmas party a few years ago. _ a work christmas party a few years aio. ., , , , , ., . , ago. you dressed up in slug fancy dress? yes. _ ago. you dressed up in slug fancy dress? yes, what _ ago. you dressed up in slug fancy dress? yes, what better- ago. you dressed up in slug fancy dress? yes, what better animali ago. you dressed up in slug fancy| dress? yes, what better animalto me. dress? yes, what better animalto me- really. _ dress? yes, what better animalto me. really, what— dress? yes, what better animalto me. really, what you _ dress? yes, what better animalto me. really, what you find - dress? yes, what better animalto me. really, what you find nice - dress? yes, what better animal to i me. really, what you find nice about sluis? me. really, what you find nice about slugs? this — me. really, what you find nice about slugs? this campaign _ me. really, what you find nice about slugs? this campaign you _ me. really, what you find nice about slugs? this campaign you are - slugs? this campaign you are launching today is about us trying to re—brand the slug.

launching today is about us trying to re-brand the slug.— launching today is about us trying to re-brand the slug. there are so much love — to re-brand the slug. there are so much love about _ to re-brand the slug. there are so much love about slugs _ to re-brand the slug. there are so much love about slugs and - to re-brand the slug. there are so much love about slugs and snails, | much love about slugs and snails, they are _ much love about slugs and snails, they are beautiful and a static side they are beautiful and a static side they do— they are beautiful and a static side they do a — they are beautiful and a static side they do a really good job in the garden — they do a really good job in the garden and are important so if you love your— garden and are important so if you love your garden, you need to get on board _ love your garden, you need to get on board with _ love your garden, you need to get on board with slugs and snails and provide — board with slugs and snails and provide so _ board with slugs and snails and provide so many benefits. like what? i have an allotment _ provide so many benefits. like what? i have an allotment and _ provide so many benefits. like what? i have an allotment and if— provide so many benefits. like what? i have an allotment and if i _ provide so many benefits. like what? i have an allotment and if i see - provide so many benefits. like what? i have an allotment and if i see a - i have an allotment and if i see a slug or snail, i have an allotment and if i see a slug orsnail, my i have an allotment and if i see a slug or snail, my first instinct is not to look after it, put it that way. not to look after it, put it that wa . ~ , ., , not to look after it, put it that wa. ., way. well, it should be because that slui and way. well, it should be because that slug and snail _ way. well, it should be because that slug and snail will _ way. well, it should be because that slug and snail will do _ way. well, it should be because that slug and snail will do so _ way. well, it should be because that slug and snail will do so much - way. well, it should be because that slug and snail will do so much for i slug and snail will do so much for you. _ slug and snail will do so much for you. they— slug and snail will do so much for you. they will eat rotting plant material— you. they will eat rotting plant material and dead animal matter and they are _ material and dead animal matter and they are really good recyclers, so they are really good recyclers, so they will— they are really good recyclers, so they will put nutrients back in the soil. _ they will put nutrients back in the soil. and — they will put nutrients back in the soil. and i— they will put nutrients back in the soil, and i understand that lots of people. _ soil, and i understand that lots of people, gardeners might think, oh no, people, gardeners might think, oh no. all— people, gardeners might think, oh no. all of— people, gardeners might think, oh no, all of the slugs and snails are coming _ no, all of the slugs and snails are coming and — no, all of the slugs and snails are coming and eating my beautiful plants. — coming and eating my beautiful plants. there are about 40 species of slug _ plants. there are about 40 species of slug in— plants. there are about 40 species of slug in the uk and about 100s of snails _ of slug in the uk and about 100s of snails and — of slug in the uk and about 100s of snails and only a handful are responsible for eating live plants.

most _ responsible for eating live plants. most of— responsible for eating live plants. most of them feed on rotting plant matter— most of them feed on rotting plant matter and there are even some, another— matter and there are even some, another reason why i love the leopard — another reason why i love the leopard slug, it's quite territorial and quite — leopard slug, it's quite territorial and quite predatory, so it will attack — and quite predatory, so it will attack or— and quite predatory, so it will attack or even each other slugs. if i'm attack or even each other slugs. i'm not attack or even each other slugs. if i'm not going to kill them, what can i'm not going to kill them, what can i do to stop them eating everything? are there practical measures, a middle ground?— are there practical measures, a middle ground? there definitely is. it's about having _ middle ground? there definitely is. it's about having balance. - middle ground? there definitely is. it's about having balance. they - middle ground? there definitely is. it's about having balance. they are | it's about having balance. they are an important part of the ecosystem so if you _ an important part of the ecosystem so if you have slugs in your garden you need _ so if you have slugs in your garden you need those things to come into your garden that will eat slugs, so if you _ your garden that will eat slugs, so if you make — your garden that will eat slugs, so if you make your garden wildlife friendly. — if you make your garden wildlife friendly, that's the best way. introducing a pond, for example, that's— introducing a pond, for example, that's the — introducing a pond, for example, that's the best way to attract wildlife. _ that's the best way to attract wildlife. hedgehogs, toads and they will eat— wildlife. hedgehogs, toads and they will eat slugs and snails and having a right— will eat slugs and snails and having a right balance of everything means there's— a right balance of everything means

there's less of these. we a right balance of everything means there's less of these.— there's less of these. we have to leave it there _ there's less of these. we have to leave it there and _ there's less of these. we have to leave it there and i _ there's less of these. we have to leave it there and i finally - there's less of these. we have to leave it there and i finally have i there's less of these. we have to | leave it there and i finally have to say i am disappointed you did not come in your slug costume. iileoii come in your slug costume. next time, come in your slug costume. next time. jonah- _ come in your slug costume. next time, jonah. we _ come in your slug costume. next time, jonah. we have _ come in your slug costume. next time, jonah. we have a - come in your slug costume. next time, jonah. we have a promise there but something for everybody to think about. _ but something for everybody to think about. may— but something for everybody to think about, may be reevaluating the relationship with slugs and snails in their— relationship with slugs and snails in their garden. | relationship with slugs and snails in their garden. i do relationship with slugs and snails in their garden.— in their garden. i do not see who ou in their garden. i do not see who you cannot _ in their garden. i do not see who you cannot love _ in their garden. i do not see who you cannot love a _ in their garden. i do not see who you cannot love a leopard - in their garden. i do not see who you cannot love a leopard slug. i in their garden. i do not see who - you cannot love a leopard slug. they are beautiful.— you cannot love a leopard slug. they are beautiful._ oh, i are beautiful. yes, beautiful. oh, joan is not _ are beautiful. yes, beautiful. oh, joan is not convinced. _ are beautiful. yes, beautiful. oh, joan is not convinced. i _ are beautiful. yes, beautiful. oh, joan is not convinced. i think- are beautiful. yes, beautiful. oh, joan is not convinced. i think he i joan is not convinced. i think he lost his link. _ joan is not convinced. i think he lost his link, but _ joan is not convinced. i think he lost his link, but that _ joan is not convinced. i think he lost his link, but that picture, i joan is not convinced. i think he lost his link, but that picture, itj lost his link, but that picture, it looked like a gorgeous snake. stunning. 'girls don't play guitar�* — that's the messagejohn lennon gave to four young working class women from liverpool who went on to form one of the first all—female rock and roll bands in the world. imagine that moment, you meet them, and say we will be an all girl band and say we will be an all girl band and john lennon says no. apparently he was quite — and john lennon says no. apparently he was quite snarky _ and john lennon says no. apparently he was quite snarky to _ and john lennon says no. apparently he was quite snarky to people. - and john lennon says no. apparently he was quite snarky to people. we i he was quite snarky to people. we will find out more.

'the liverbirds�* found success in the 1960s, playing with the likes of chuck berry and the rolling stones before being billed as the female beatles at hamburg's well—known star club. let's take a listen. # i said the joint was rocking # goin' round and round # yeah, reelin' and a—rockin' # what a crazy sound # said they never stopped rockin' # 'til the moon went down # well, they sound so sweet # i had to take a chance # rose out of my seat # ijust had to dance # started moving my feet # and clapping my hands # peanut, peanut butter # yeah, all my friends tell me that they got the mumps # by eating peanut butter in great big chunks # yeah, i like peanut butter # you like peanut butter

# we like peanut butter too # come on now, let's go.# mary mcglory and sylvia saunders, the two surviving members of the liverbirds, join us now. good morning. can i say something right at the beginning, i've watched a bit of the archive footage, and you were cool. riff a bit of the archive footage, and you were cool.— a bit of the archive footage, and you were cool. of course we were. that is my — you were cool. of course we were. that is my overriding _ you were cool. of course we were. that is my overriding impression. l you were cool. of course we were. j that is my overriding impression. i note you are breaking down lots of barriers and all that stuff attached to it, but fundamentally you will look pretty cool. it to it, but fundamentally you will look pretty cool.— look pretty cool. it was the start of it all. did — look pretty cool. it was the start of it all. did it — look pretty cool. it was the start of it all. did it feel— look pretty cool. it was the start of it all. did it feel that - look pretty cool. it was the start of it all. did it feel that way - look pretty cool. it was the start of it all. did it feel that way at i of it all. did it feel that way at the time? _ of it all. did it feel that way at the time? yes, _ of it all. did it feel that way at the time? yes, it _ of it all. did it feel that way at the time? yes, it was - of it all. did it feel that way at i the time? yes, it was wonderful. i've read the time? yes, it was wonderful. we read the _ the time? yes, it was wonderful. i've read the book _ the time? yes, it was wonderful. i've read the book that _ the time? yes, it was wonderful. i've read the book that you - the time? yes, it was wonderful. i've read the book that you guys | the time? yes, it was wonderful. i i've read the book that you guys put together, and didn't you guys go through a bit of an experimental phase when it came to your clothes before you found your style? wasn't there quite a lot of corduroy at some point. we

there quite a lot of corduroy at some point-— there quite a lot of corduroy at some oint. . ., .., there quite a lot of corduroy at some oint. ~ . .., m some point. we had red corduroy. red corduroy trousers. _ some point. we had red corduroy. red corduroy trousers. and _ some point. we had red corduroy. red corduroy trousers. and in _ some point. we had red corduroy. red corduroy trousers. and in the - some point. we had red corduroy. red corduroy trousers. and in the dress, i corduroy trousers. and in the dress, can ou corduroy trousers. and in the dress, can you imagine _ corduroy trousers. and in the dress, can you imagine being _ corduroy trousers. and in the dress, can you imagine being on _ corduroy trousers. and in the dress, can you imagine being on drums - corduroy trousers. and in the dress, j can you imagine being on drums and address? _ can you imagine being on drums and address? you— can you imagine being on drums and address? ., ., , address? you were on the drums and ou sa in address? you were on the drums and you say in your _ address? you were on the drums and you say in your book— address? you were on the drums and you say in your book that _ address? you were on the drums and you say in your book that you - address? you were on the drums and you say in your book that you were i you say in your book that you were very physical. you say in your book that you were very physical-— very physical. that's why i've got spondylitis _ very physical. that's why i've got spondylitis in _ very physical. that's why i've got spondylitis in my _ very physical. that's why i've got spondylitis in my neck. _ very physical. that's why i've got spondylitis in my neck. but - very physical. that's why i've got i spondylitis in my neck. but flinging ourself spondylitis in my neck. but flinging yourself about. _ spondylitis in my neck. but flinging yourself about, but _ spondylitis in my neck. but flinging yourself about, but wearing - spondylitis in my neck. but flinging i yourself about, but wearing corduroy and working yourself into a sweat playing the drums could not have been comfortable. ila. playing the drums could not have been comfortable.— playing the drums could not have been comfortable. no, but we 'ust iot been comfortable. no, but we 'ust not on been comfortable. no, but we 'ust got on with — been comfortable. no, but we 'ust got on with it. fl been comfortable. no, but we 'ust got on with it. i i been comfortable. no, but we 'ust got on with it. i neveri been comfortable. no, but we 'ust got on with it. i never thought i got on with it. i never thought about— got on with it. i never thought about it. — got on with it. i never thought about it. it— got on with it. i never thought about it. it was _ got on with it. i never thought about it. it was just _ got on with it. i never thought about it. it wasjust playing. i got on with it. i never thought i about it. it wasjust playing. iiiili�*ho about it. it was 'ust playing. who is ttoin about it. it was 'ust playing. who is going to — about it. it was 'ust playing. who is going to tou_ about it. it wasjust playing. who is going to tell us _ about it. it wasjust playing. is going to tell us the full about it. it wasjust playing.“ is going to tell us the full version of thejohn lennon, meeting the beatles, moment. i of the john lennon, meeting the beatles, moment.— of the john lennon, meeting the beatles, moment. i will let libby do it. paint beatles, moment. i will let libby do it- paint the — beatles, moment. i will let libby do it. paint the picture _ beatles, moment. i will let libby do it. paint the picture for _ beatles, moment. i will let libby do it. paint the picture for us. - beatles, moment. i will let libby do it. paint the picture for us. how- it. paint the picture for us. how old were you — it. paint the picture for us. how old were you at _ it. paint the picture for us. how old were you at the _ it. paint the picture for us. how old were you at the time? - it. paint the picture for us. how old were you at the time? 16, i it. paint the picture for us. how. old were you at the time? 16, 17, and i old were you at the time? 16, 17, and i went _ old were you at the time? 16, 17, and i went down _ old were you at the time? 16, 17, and i went down to _ old were you at the time? 16, 17, and i went down to the _ old were you at the time? 16, 17, and i went down to the cavern i old were you at the time? 16, 17, i and i went down to the cavern club and i went down to the cavern club and bob— and i went down to the cavern club and bob waller had been waiting for us to start _ and bob waller had been waiting for us to start and he said, would you like to. _ us to start and he said, would you like to, meet the boys question i and i_ like to, meet the boys question i and i said. — like to, meet the boys question i and i said, yes, that would be great. — and i said, yes, that would be great. so _ and i said, yes, that would be great, so he takes us into this

small— great, so he takes us into this small dressing room and says, and there _ small dressing room and says, and there was— small dressing room and says, and there wasjust paul small dressing room and says, and there was just paul mccartney and john lennon in there and he said to them. _ john lennon in there and he said to them. these — john lennon in there and he said to them, these are the liverbirds and they are _ them, these are the liverbirds and they are going to be the first all—female rock and roll band. and paul mccartney said, oh, what a great _ paul mccartney said, oh, what a great idea — paul mccartney said, oh, what a great idea and john lennon, they were _ great idea and john lennon, they were standing in their underpants by the way. _ were standing in their underpants by the way, with a towel around their neck— the way, with a towel around their neck and — the way, with a towel around their neck and john lennonjust the way, with a towel around their neck and john lennon just looked and said girls _ neck and john lennon just looked and said girls don't play guitars. that made us more _ said girls don't play guitars. that made us more determined and we said we are _ made us more determined and we said we are going _ made us more determined and we said we are going to— made us more determined and we said we are going to show— made us more determined and we said we are going to show him. _ made us more determined and we said we are going to show him. was - made us more determined and we said we are going to show him.— we are going to show him. was he tuite we are going to show him. was he quite snarky? _ we are going to show him. was he quite snarky? l — we are going to show him. was he quite snarky? i think _ we are going to show him. was he quite snarky? i think he _ we are going to show him. was he quite snarky? i think he was - we are going to show him. was he quite snarky? i think he was beingj quite snarky? i think he was being sarcastic bits _ quite snarky? i think he was being sarcastic bits in _ quite snarky? i think he was being sarcastic bits in a _ quite snarky? i think he was being sarcastic bits in a way _ quite snarky? i think he was being sarcastic bits in a way i _ quite snarky? i think he was being sarcastic bits in a way i think- quite snarky? i think he was being sarcastic bits in a way i think he i sarcastic bits in a way i think he was _ sarcastic bits in a way i think he was trying — sarcastic bits in a way i think he was trying to encourage us. did you ever see him _ was trying to encourage us. did you ever see him again? _ was trying to encourage us. did you ever see him again? no. _ was trying to encourage us. did you ever see him again? no. no. - was trying to encourage us. did you ever see him again? no. no. pauli ever see him again? no. no. paul mccartney — eversee him again? no. no. paul mccartney was sure a few times but notjohn lennon. —— we saw a few times. it's interesting to see how much support you had as a girl group. there were moments when a guitar string would break. and you cried. i guitar string would break. and you cried. . ., , .

guitar string would break. and you cried. . ., , , cried. i cried on stage because i thoutht cried. i cried on stage because i thought bass — cried. i cried on stage because i thought bass strings _ cried. i cried on stage because i thought bass strings are - cried. i cried on stage because i thought bass strings are thick i cried. i cried on stage because i i thought bass strings are thick and don't _ thought bass strings are thick and don't break. — thought bass strings are thick and don't break-— thought bass strings are thick and don't break. ., �* ., , ., don't break. you've got quite small hands. don't break. you've got quite small hands- l've — don't break. you've got quite small hands- we got _ don't break. you've got quite small hands. i've got small— don't break. you've got quite small hands. i've got small hands - don't break. you've got quite small hands. i've got small hands and i hands. i've got small hands and she's not hands. i've got small hands and she's got even _ hands. i've got small hands and she's got even smaller- hands. i've got small hands and she's got even smaller ones. i hands. i've got small hands and| she's got even smaller ones. for hands. i've got small hands and i she's got even smaller ones. for a drummer- — she's got even smaller ones. for a drummer. your _ she's got even smaller ones. for a drummer. your string _ she's got even smaller ones. for a drummer. your string broke - she's got even smaller ones. for a drummer. your string broke on - she's got even smaller ones. fr?" — drummer. your string broke on stage and you think, i don't know what the atmosphere would have been like it or if the others would have been supportive, but they were. valerie looked at me _ supportive, but they were. valerie looked at me because _ supportive, but they were. valerie looked at me because she - supportive, but they were. valerie looked at me because she could . supportive, but they were. valerie i looked at me because she could see i was having _ looked at me because she could see i was having a — looked at me because she could see i was having a problem. _ looked at me because she could see i was having a problem. she _ looked at me because she could see i was having a problem. she was- looked at me because she could see i was having a problem. she was the i was having a problem. she was the lead guitarist— was having a problem. she was the lead guitarist and _ was having a problem. she was the lead guitarist and i've _ was having a problem. she was the lead guitarist and i've looked - was having a problem. she was the lead guitarist and i've looked down| lead guitarist and i've looked down and seen _ lead guitarist and i've looked down and seen this— lead guitarist and i've looked down and seen this thing _ lead guitarist and i've looked down and seen this thing hanging - lead guitarist and i've looked down and seen this thing hanging there i and seen this thing hanging there and seen this thing hanging there and started — and seen this thing hanging there and started crying. _ and seen this thing hanging there and started crying. you _ and seen this thing hanging there and started crying.— and started crying. you cried on stave? i and started crying. you cried on stage? i cried _ and started crying. you cried on stage? i cried on _ and started crying. you cried on stage? i cried on stage. - and started crying. you cried on stage? i cried on stage. i i and started crying. you cried on stage? i cried on stage. i was i and started crying. you cried on| stage? i cried on stage. i was at the back with _ stage? i cried on stage. i was at the back with the _ stage? i cried on stage. i was at the back with the drums - stage? i cried on stage. i was at the back with the drums and i i stage? i cried on stage. i was at i the back with the drums and i didn't know_ the back with the drums and i didn't know what— the back with the drums and i didn't know what was happening and the other_ know what was happening and the other girls were carrying on and she turned _ other girls were carrying on and she turned around. we other girls were carrying on and she turned around.— other girls were carrying on and she turned around. we were playing with the rolling stones _ turned around. we were playing with the rolling stones that _ turned around. we were playing with the rolling stones that day. - turned around. we were playing with the rolling stones that day. oh, i the rolling stones that day. oh, 'ust dro the rolling stones that day. oh, just drop that — the rolling stones that day. oh, just drop that in. _ the rolling stones that day. just drop that in. you were the rolling stones that day.“ just drop that in. you were playing with the rolling stones. ow; just drop that in. you were playing with the rolling stones. any more? and bill vaan _ with the rolling stones. any more? and bill wyman came _ with the rolling stones. any more? and bill wyman came on _ with the rolling stones. any more? and bill wyman came on stage i with the rolling stones. any more? and bill wyman came on stage and | and bill wyman came on stage and .ave and bill wyman came on stage and gave me _ and bill wyman came on stage and gave me his base and took the base away— gave me his base and took the base away and _ gave me his base and took the base away and put a new string on and brought— away and put a new string on and brought it — away and put a new string on and brought it back to me. your away and put a new string on and brought it back to me.— brought it back to me. your bass

uuitar. brought it back to me. your bass guitar- where — brought it back to me. your bass guitar. where did _ brought it back to me. your bass guitar. where did you, _ brought it back to me. your bass guitar. where did you, at - brought it back to me. your bass guitar. where did you, at that i brought it back to me. your bass l guitar. where did you, at that very tender age. _ guitar. where did you, at that very tender age, where _ guitar. where did you, at that very tender age, where did _ guitar. where did you, at that very tender age, where did you - guitar. where did you, at that very tender age, where did you have i guitar. where did you, at that very | tender age, where did you have the pizzazz to do this. you're fighting all sorts of things, but then. valerie and i were friends and there were two— valerie and i were friends and there were two cousins and we got together and from there on we were just friends and that— from there on we were just friends and that was the whole thing. we were _ and that was the whole thing. we were friends for life. and we all came _ were friends for life. and we all came from _ were friends for life. and we all came from similar backgrounds and no one was— came from similar backgrounds and no one was posher than the other and nobody had any more money and the _ other and nobody had any more money and the families were all the same and the families were all the same and we _ and the families were all the same and we absolutely got on well. i�*m and we absolutely got on well. i'm t in: to and we absolutely got on well. in trying to work out how to phrase this. there was a sort of role reversal back in the day. male rock stars would see members of the audience and they would get together them. was there a role reversal sometimes going on?

somebody had a partner who they saw in the crowd and that ended up being a relationship, is that right? igrat’ellll. a relationship, is that right? well, both of us- — a relationship, is that right? well, both of us. so _ a relationship, is that right? well, both of us. so there _ a relationship, is that right? well, both of us. so there was _ a relationship, is that right? well, both of us. so there was a - a relationship, is that right? well, both of us. so there was a fan. i both of us. so there was a fan. well, both of us. so there was a fan. well. they _ both of us. so there was a fan. well, they were _ both of us. so there was a fan. well, they were musicians i both of us. so there was a fan. well, they were musicians as l both of us. so there was a fan. i well, they were musicians as well but they— well, they were musicians as well but they were _ well, they were musicians as well but they were fans, _ well, they were musicians as well but they were fans, the _ well, they were musicians as well but they were fans, the biggest i but they were fans, the biggest bands _ but they were fans, the biggest bands we — but they were fans, the biggest bands we had. _ but they were fans, the biggest bands we had. 50— but they were fans, the biggest bands we had.— but they were fans, the biggest bands we had. ,, , , ~' but they were fans, the biggest bands we had. ,, , , ,, ., bands we had. so your eyes locked to our future bands we had. so your eyes locked to your future partner _ bands we had. so your eyes locked to your future partner who _ bands we had. so your eyes locked to your future partner who had - bands we had. so your eyes locked to your future partner who had come i bands we had. so your eyes locked to your future partner who had come to | yourfuture partner who had come to see you play? your future partner who had come to see you play?— yourfuture partner who had come to see you play? yes. more or less. beina a see you play? yes. more or less. being a bit— see you play? yes. more or less. being a bit now? _ see you play? yes. more or less. being a bit now? no, _ see you play? yes. more or less. being a bit now? no, go - see you play? yes. more or less. being a bit now? no, go ahead. l see you play? yes. more or less. l being a bit now? no, go ahead. so the 'ust being a bit now? no, go ahead. so they just got _ being a bit now? no, go ahead. so theyiust got in _ being a bit now? no, go ahead. so theyjust got in touch, _ being a bit now? no, go ahead. so theyjust got in touch, and... i being a bit now? no, go ahead. so theyjust got in touch, and... we i they 'ust got in touch, and... we sort theyjust got in touch, and... we sort of looked at each other and we knew _ sort of looked at each other and we knew that _ sort of looked at each other and we knew that they went into the beer shop _ knew that they went into the beer shop next — knew that they went into the beer shop next to the star club and everybody is to drink in there when they finished their spot, so we would — they finished their spot, so we would go — they finished their spot, so we would go in there and there they were _ would go in there and there they were and — would go in there and there they were and that is how it happened. it's were and that is how it happened. it's so _ were and that is how it happened. it's so cool — were and that is how it happened. it's so cool-— it's so cool. and to think you wanted to — it's so cool. and to think you wanted to be _ it's so cool. and to think you wanted to be a _ it's so cool. and to think you wanted to be a non-. - it's so cool. and to think you wanted to be a non-. i i it's so cool. and to think you wanted to be a non-. i was l wanted to be a non-. i was determined _ wanted to be a non-. i was determined as _ wanted to be a non-. i was determined as well. i i wanted to be a non-. i wasi determined as well. i know wanted to be a non-. i was i determined as well. i know you wanted to be a non-. i was _ determined as well. i know you were. i read all about _ determined as well. i know you were. i read all about in _ determined as well. i know you were. i read all about in the _ determined as well. i know you were. i read all about in the book. - determined as well. i know you were. i read all about in the book. thank. i read all about in the book. thank you both so much for coming in and

joining us. the you both so much for coming in and 'oinin: us. ., ., , ., �*, joining us. the famous sofa. it's lovel . joining us. the famous sofa. it's lovely- there — joining us. the famous sofa. it's lovely. there is _ joining us. the famous sofa. it's lovely. there is some _ joining us. the famous sofa. it's lovely. there is some delightful| lovely. there is some delightful archive footage. _ lovely. there is some delightful archive footage. it _ lovely. there is some delightful archive footage. it was - lovely. there is some delightful archive footage. it was a - lovely. there is some delightful archive footage. it was a joy i lovely. there is some delightful archive footage. it was a joy to | archive footage. it was a joy to watch. archive footage. it was a 'oy to watch. .. , .. . archive footage. it was a joy to watch._ thank i archive footage. it was a joy to watch._ thank you. | archive footage. it was a joy to i watch._ thank you. nice watch. really was. thank you. nice to meet you _ watch. really was. thank you. nice to meet you both. _ watch. really was. thank you. nice to meet you both. hopefully i watch. really was. thank you. nice to meet you both. hopefully we i watch. really was. thank you. nice | to meet you both. hopefully we can do it again- — to meet you both. hopefully we can do it again- they — to meet you both. hopefully we can do it again. they are _ to meet you both. hopefully we can do it again. they are still— to meet you both. hopefully we can do it again. they are still playing i do it again. they are still playing now. absolutely. _ the liverbirds: our life in britain's first female rock 'n' roll band is out now in bookstores stay with us, headlines coming up. live from jerusalem, this is bbc news. israel says it plans to move displaced palestinians in gaza to what it's called "humanitarian

islands" in the middle of the strip. a ship carrying aid to gaza is set to reach shore today. also coming up this half hour, the uk government unveils a new definition of extremism, to tackle what it says is an increased threat from some groups. the un evacuates nonessential staff from haiti, as gangs continue their stronghold on much of the country. dua lipa and sza make history by being the first two female headliners at this year's glastonbury festival. you are life with bbc news from jerusalem. you are life with bbc news from jerusalem. israel says it plans to move displaced palestinians to what it's called 'humanitarian islands�*

in the middle of the strip. it's ahead of a planned ground offensive in the southern city