good morning, welcome to breakfast with dan walker and sally nugent. our headlines today. more than £1 billion for catch—up tuition for pupils in england, but headteachers say it's a fraction of what's needed. did we actually give the best for these children? well, we did the best that we could do with the means that we had. but the means we had weren't enough. bodycams for ambulance staff in england, after attacks by the public rise by almost a third in five years. good morning. more packages being ordered. not enough people to pull

the points being ordered. we look at how this unique period is throwing up how this unique period is throwing up vacancies in different industries. good morning. not reaching the semi—finals would be a failure — that's according to gareth southgate, as england prepare for the euros with a warm up match tonight. scotland and wales are also in action. what you going to do, run us over? the pedestrians standing up to drivers breaking the law. good morning. iamon i am on the rufer broadcasting house in london where the sun is already beating down. for many of us today, we will have another warm day with some sunshine. we are looking at some sunshine. we are looking at some thunderstorms coming in across the south—west of england and south west wales. and low cloud, missed my grandma? in eastern areas. —— mist and mark mike. good morning. it's wednesday, june the 2nd. an extra eli; billion of funding has been announced by the government to help pupils in england whose education has been disrupted

during the pandemic. borisjohnson said the aim was to make sure no child was left behind, but teaching unions have described the offer as "hugely disappointing." our education correspondent, elaine dunkley has this report. this is our reception children here. there's all sorts going on. this is ash green community primary in halifax. how are we doing? some of the children have missed nearly a year of in school learning. we're re—going over things that they did in reception and in year one. so, simple things like holding your pencil correctly. got a nice firm grip, i point with my finger... the past few months have been about catching up in the classroom. yes, it's my handwriting, because i hadn't done that much since lockdown, and it's gone a bit different since. i've been at home for such a long time, and i've got quite used to being at home. and when you came back to school, i bet you were a bit tired, weren't

you, doing all these activities? yeah. tell me what that was like? yeah, as soon as i went home, i was pretty much asleep. some of the children are struggling with concentration and confidence. they now work in smaller groups, so teachers can identify any issues. a lot of them stopped believing in themselves. they've not had the basic skills that they needed to. for example, my class in year three, they've not had the year two knowledge that they need to succeed in year three. so they've gone further behind than what we thought they would have. there are lots of additional activities to help children learn and play, but there are even bigger challenges. it's important that when you go home, you feel relaxed and comfortable, and that they can talk to you. — you can talk to them. yeah? _ the school has a full time social worker. since children started returning to the classroom, his caseload has doubled. the children are coming in and they're disclosing arguments, fights, parents, carers, physical abusing them,

emotionally abusing them. during lockdown, you know, it was a doorstep visit, or i asked to see the children from the living room window, or if they could bring them to the door. but that only goes so far. you know, you can't see physical bruises. any additional funding this school gets will be used to provide extra support. it's the second morning that she said she had no tea last night. here, they want more money for an additional social worker. today, the government in england is announcing eli; billion for tuition and teacher training. future government proposals could also include longer days. but this headteacher says schools need to be given the flexibility, and more funding, to decide on what is best for them. if you don't put that time in to think, 0k, i want that child to be brilliant in maths, but before i do, i've got to make sure his family is ok, i've got to make sure that he's 0k emotionally, if you don't see all of that, then you're not going to get anywhere with these children. what you're going to end up with is people at the end of it

who are going to say, "do you know what? did we actually give the best for these children?" well, we did the best that we could do with the means that we had, but the means we had weren't enough. 51 — what would 51 divided by 100 be? catching up won't be quick or easy. for schools like this one, at the heart of a community, there is a long road to recovery. elaine dunkley, bbc news in halifax. let us know what you think about that. and we'll be speaking to the education secretary, gavin williamson, at half past seven. let's speak now to our chief political correspondent, adam fleming, whojoins us from westminster. good morning, adam. adam, how has this funding announcement for schools gone down? it has not gone down very well with the teaching unions, because they have been— the teaching unions, because they have been speaking to the expert brought— have been speaking to the expert brought in to lead this catch—up stuff, _ brought in to lead this catch—up stuff, kevin collins, in the past few weeks _ stuff, kevin collins, in the past few weeks and they were led to believe — few weeks and they were led to believe there was going to be a lot more _ believe there was going to be a lot more money than face. maybe even ten

times— more money than face. maybe even ten times as _ more money than face. maybe even ten times as much was what the initials discussions — times as much was what the initials discussions were around. lots of speculation about why there is less cash to— speculation about why there is less cash to play with. but the government is convinced that the right— government is convinced that the right answer to dealing with these problems— right answer to dealing with these problems is tuition, either one—to—one or in small groups. so that's_ one—to—one or in small groups. so that's why— one—to—one or in small groups. so that's why this amount of money is going _ that's why this amount of money is going into — that's why this amount of money is going into that. and also, they are tweaking _ going into that. and also, they are tweaking the tutoring programmes. there _ tweaking the tutoring programmes. there has— tweaking the tutoring programmes. there has been quite a lot of criticism _ there has been quite a lot of criticism that schools have had to use private — criticism that schools have had to use private providers, so quite a lot of— use private providers, so quite a lot of this — use private providers, so quite a lot of this new money will allow schools — lot of this new money will allow schools to pay their teachers or their— schools to pay their teachers or their teaching assistants or tutors tocaiiy, _ their teaching assistants or tutors locally, to— their teaching assistants or tutors locally, to bring them in rather than _ locally, to bring them in rather than relying on private companies entirety, — than relying on private companies entirely, which should assuage some of the _ entirely, which should assuage some of the criticism. it looks like there — of the criticism. it looks like there is— of the criticism. it looks like there is probably going to be a rumbling — there is probably going to be a rumbling in the next few months about— rumbling in the next few months about whether they should be an extension— about whether they should be an extension to the school day or not. one of— extension to the school day or not. one of the — extension to the school day or not. one of the proposals that we understand was being discussed is an extra two— understand was being discussed is an extra two hours at the end of every day for _ extra two hours at the end of every day for extracurricular activities for pretty — day for extracurricular activities

for pretty much every child. that is now going — for pretty much every child. that is now going to be the subject of a review, — now going to be the subject of a review, which will be conducted in the next _ review, which will be conducted in the next few months, rather than something — the next few months, rather than something announced today. for some teachers _ something announced today. for some teachers and some heads of school, that is— teachers and some heads of school, that is another thing that is disappointing because they thought this was— disappointing because they thought this was a big opportunity to change the structure of the school day, which _ the structure of the school day, which is — the structure of the school day, which is a — the structure of the school day, which is a kind of huge thing you need _ which is a kind of huge thing you need to— which is a kind of huge thing you need to do— which is a kind of huge thing you need to do to tackle this huge problem. _ need to do to tackle this huge problem, as some people see it. this is a subject — problem, as some people see it. this is a subject we _ problem, as some people see it. ti 3 is a subject we will be talking about throughout the morning. away from education, yesterday the uk reported a zero deaths for the first time since the pandemic. what bearing will that have on the decision on further unlocking in england? i'm not sure that particular number will have _ i'm not sure that particular number will have a — i'm not sure that particular number will have a huge impact on the government ministers and officials wheh _ government ministers and officials when they are studying the data to make _ when they are studying the data to make the — when they are studying the data to make the decision about the final step make the decision about the final steb of— make the decision about the final step of the road map, which is due on the _ step of the road map, which is due on the 14th — step of the road map, which is due on the 14th ofjune. obviously they will take _ on the 14th ofjune. obviously they will take it — on the 14th ofjune. obviously they will take it into account, but i don't — will take it into account, but i don't think it will be a decisive

factor — don't think it will be a decisive factor. what it has done that though is it has— factor. what it has done that though is it has given extra ammunition to those _ is it has given extra ammunition to those businesses and those mps, particularly conservative mps, who think— particularly conservative mps, who think the _ particularly conservative mps, who think the vaccine is working, that means— think the vaccine is working, that means the — think the vaccine is working, that means the government should drive ahead _ means the government should drive ahead with — means the government should drive ahead with this final stage of the lockdowrr— ahead with this final stage of the lockdown lifting. but as with all things— lockdown lifting. but as with all things in— lockdown lifting. but as with all things in covid, it's more complicated than that. also, you've -ot complicated than that. also, you've got the _ complicated than that. also, you've got the contrast of the fact there is an— got the contrast of the fact there is an increasing number of scientists saying, wouldn't it be better— scientists saying, wouldn't it be better to — scientists saying, wouldn't it be better to take every cautious approach, especially with the indian variant, _ approach, especially with the indian variant, also known as the delta variant _ variant, also known as the delta variant bv— variant, also known as the delta variant by the world organisation —— worid _ variant by the world organisation —— world health organization, and slow everything down? that's what the first minister of scotland, nicola sturgeon — first minister of scotland, nicola sturgeon has done.— a 19—year—old man from singapore has pleaded guilty to sending online death threats to the brighton footballer neal maupay. derek ng de ren was arrested after the instagram posts were traced by the premier league. our reporter nick marsh is in singapore. thank you for speaking to us this

morning. nick, this could be a landmark case in tackling the online abuse of players from people outside the uk? yeah, this could set a bit of a president _ yeah, this could set a bit of a president. just behind me a short while _ president. just behind me a short while ago — president. just behind me a short while ago in the state court, derek ni while ago in the state court, derek ng de _ while ago in the state court, derek ng de ren— while ago in the state court, derek ng de ren pleaded guilty to this string _ ng de ren pleaded guilty to this string of— ng de ren pleaded guilty to this string of abusive messages he sent neal maupay last summer. he threatens the physical safety of him and his— threatens the physical safety of him and his family. they were graphic —— there _ and his family. they were graphic —— there were _ and his family. they were graphic —— there were graphic and abusive messages. now he is facing a hefty fine of— messages. now he is facing a hefty fine of up _ messages. now he is facing a hefty fine of up to £10,000 and possibly up fine of up to £10,000 and possibly up to— fine of up to £10,000 and possibly up to two— fine of up to £10,000 and possibly up to two years in jail. this could not have — up to two years in jail. this could not have happened without a lot of collaboration between the premier league. _ collaboration between the premier league, brighton & hove albion, and of course _ league, brighton & hove albion, and of course the singapore police. what often doesn't get mentioned, we now that a _ often doesn't get mentioned, we now that a lot _ often doesn't get mentioned, we now that a lot of— often doesn't get mentioned, we now that a lot of premier league footballers face an enormous amount of abuse _ footballers face an enormous amount of abuse online, but a lot of this abuse _ of abuse online, but a lot of this abuse actually comes from abroad. this is— abuse actually comes from abroad. this is a _ abuse actually comes from abroad. this is a global game. the premier league _ this is a global game. the premier

league is— this is a global game. the premier league is popular in lots of places around _ league is popular in lots of places around the — league is popular in lots of places around the world. i spoke to the premier— around the world. i spoke to the premier league yesterday. they said the majority of this abuse comes from _ the majority of this abuse comes from abroad. some estimates give it at up _ from abroad. some estimates give it at up to— from abroad. some estimates give it at up to 70%. we have seen an example — at up to 70%. we have seen an example of— at up to 70%. we have seen an example of a successful collaboration. the premier league have welcomed it. they think it serves— have welcomed it. they think it serves as — have welcomed it. they think it serves as a _ have welcomed it. they think it serves as a powerful deterrent to tackling _ serves as a powerful deterrent to tackling online abuse going forward. thank— tackling online abuse going forward. thank you — six people have been arrested on suspicion of murder, following the death of a 14—year—old boy in birmingham on monday. the suspects include four men in their thirties, as well as two males aged 13 and 1a. a postmortem examination revealed the victim, who has not yet been formally identified, died from a stab wound to the chest. paramedics in england will be given cameras to be worn on their uniforms as part of a plan to reduce attacks on nhs staff. medics can press a button to start recording if patients became aggressive or abusive. data from the nhs england showed a 32% rise in assaults compared with five years ago. anna collinson reports.

i took them off you. when did i do that? from spitting, biting and verbal abuse, to kicking, headbutting and punching. those in favour of body—worn cameras say they successfully document the abuse front line workers can face. get off me. why are you touching me for? get out! last year, the supermarket, the co—op, introduced cameras following increased attacks on staff. why are you touching me? why did you touch me for? i do need to speak to you both. the cigarettes that you both chucked out of the car window. and as you can see, things quickly turned violent here after a council officer fined two men for littering. i'm going to call the police. the two men were later convicted for assault. listen, listen. it's three years since gary watson was attacked by a patient he was trying to help. the paramedic�*s physical scars have now healed, but the painful memories are with him for life. i had quite a bad rotator cuff injury, so torn ligaments

down my right shoulder, i had significant bruising to one side of my face. scratch marks, gouge marks. yeah, it's just bruises pretty much up and down my body, really, from eight minutes of violence, really. stories like gary's are unfortunately on the rise. data shows more than 3,500 ambulance workers were physically assaulted last year. that's a 32% increase over five years. but it's hoped wearing body cameras could help. at a glance, you may not even notice them, nhs england is rolling out these cameras to all ten of its ambulance trusts in the hope it'll de—escalate potentially violent situations. it's after a successful trial in london and the north east. sadly, they're needed, because our staff are being assaulted. assaults have increased dramatically over the last few years for the public on staff. so we need to have that method of recording evidence for prosecution. and also, its a good deterrent.

if somebody sees the camera, they're less likely to actually be aggressive and assault our staff. some ambulance crews have expressed concerns about privacy, but they've been told they can choose whether to wear body cameras. services in wales and northern ireland say they're also considering introducing them, but the scottish ambulance service declined to comment. what would be your message to anyone watching, who has maybe lashed out at a worker like yourself in the past? when you see someone in uniform, you see the uniform, but there's actually like, obviously a person who's wearing it. every time a job comes down on the radio, you do think, you know, is it going to be another another one of those jobs, or is itjust going to be, you know, normal day to dayjob? you just you just never know. anna collinson, bbc news. joe biden has become the first sitting us president to commemorate the 1921 tulsa massacre, which was one of the worst incidents of racial violence in us history. the attack by a white crowd on a black community in oklahoma left at least 300 people dead.

mr biden called on all americans to reflect on what he described as the "deep roots of racial terror" in the country's history. for much too long, the history of what took place here was told in silence, cloaked in darkness. butjust because history is silent, it doesn't mean that it did not take place. and while darkness can hide much, it erases nothing. it erases nothing. some injustices are so heinous, so horrific, so grievous, they can't be buried. we are going to stay in the united states and show you a life less perhaps learned on camera for a lot of people. a drunken teenager in america who broke into a house and passed out, woke up to find out he'd made a big mistake. the house was being rented by three police officers, who found the 19—year—old asleep in one of the beds.

they explained what happened in a tiktok video. this silly guide found the one airbnb— this silly guide found the one airbnb loaded with cops. he woke up in handcuffs. before social media we wouldn't have known that was going on. for all the perils of social media, that is a good thing. it is an unfortunate place to lay your head. exactly. now eve bod place to lay your head. exactly. now everybody knows — place to lay your head. exactly. now everybody knows about _ place to lay your head. exactly. now everybody knows about it. _ place to lay your head. exactly. now everybody knows about it. it - place to lay your head. exactly. now everybody knows about it. it is - everybody knows about it. it is quarter past six. carol is with us. it looks glorious where you are. more sun today?— it looks glorious where you are. more sun today? absolutely right on all counts. good _ more sun today? absolutely right on all counts. good morning _ more sun today? absolutely right on all counts. good morning from - more sun today? absolutely right on all counts. good morning from the l all counts. good morning from the roof of broadcasting house in london. the sun is already up. another warm day. if anything, warmer than yesterday for some. yesterday was the warmest day of the year so far. 26.1 celsius in cardiff. where we had the low cloud

along the east coast, it was only 11 degrees in north—east england. today the forecast is once again sunny spells, but also some thunderstorms. uv levels going to be high more or less across the board. but we have a weather front connected to an area of low pressure coming up from the south—west. that is already producing thunderstorms. it will continue to drift northwards, getting on across parts of wales and into the midlands. it could clip the south—east of england this afternoon. more low cloud, mist and murkiness. forthe afternoon. more low cloud, mist and murkiness. for the rest of us, we are looking at some sunshine, with highs widely into the low to mid 20s. locally in the south—east we could well hit 27 plus. along the north sea coastline it will be cooler. as we head through the evening and overnight, or a weather front in the south migrates north. it looses its intensity, but there will still be some heavy bursts,

potentially the odd rumble of thunder. at the end of the night it will be quite cloudy but it won't be cold. tomorrow, we start off on a cloudy note. the cloud will break. a sunny spells developing. the rain losing its impact as it moves across scotland. eventually becoming cloud. even here we willjust see some bright spells. temperatures tomorrow not as high as today. nonetheless, still round about average for this stage in earlyjune. thank you, carol. back with you through the morning. i thank you, carol. back with you through the morning.— thank you, carol. back with you through the morning. i love it when carol can talk _ through the morning. i love it when carol can talk about _ through the morning. i love it when carol can talk about the _ through the morning. i love it when carol can talk about the sunshine. i carol can talk about the sunshine. it's great. carol can talk about the sunshine. it's areat. ., ., ., ., , it's great. yeah. not that often but when it happens — it's great. yeah. not that often but when it happens it's _ it's great. yeah. not that often but when it happens it's lovely. - let's take a look at today's papers. most of the front pages focus on the news that the uk has announced zero coronavirus deaths within 28 days of a positive test — that's for the first time since march 2020. the daily mirror says this has boosted hopes vaccines are preventing fatalities and illness. the daily mail argues the country has "nothing to fear from freedom",

saying the landmark of zero daily deaths has been hailed by many as "dramatic proof of the success of britain's vaccination programme". the guardian leads with the government's post—pandemic catch—up plan for children, which it says has been criticised as "inadequate" by teaching unions. pupils will be offered an extra 100 million hours of tuition under the {1.4 billion programme, but the national education union said that was insufficient. and the most watched story on the bbc news website features this grizzly scene. we will watch it once more. just in case you missed it first time around. that is a big bear, isn't it? , around. that is a big bear, isn't it? y ,, it? oh my goodness. that's huge. it ist in: to it? oh my goodness. that's huge. it is trying to get _ it? oh my goodness. that's huge. it is trying to get to — it? oh my goodness. that's huge. it is trying to get to the _ it? oh my goodness. that's huge. it is trying to get to the dogs. - it features dramatic footage of the moment a 17—year—old girl

in california fights off a bear, which is attacking her dogs in the backyard. look at that. she just picked one up and walks away. it was uncle bob. she is 17 and very brave. it was uncle bob. she is 17 and very brave- we — it was uncle bob. she is 17 and very brave- we are _ it was uncle bob. she is 17 and very brave. we are both _ it was uncle bob. she is 17 and very brave. we are both fans _ it was uncle bob. she is 17 and very brave. we are both fans of... - it was uncle bob. she is 17 and very brave. we are both fans of... kate| brave. we are both fans of... kate winslet it on _ brave. we are both fans of... kate winslet it on the _ brave. we are both fans of... kate winslet it on the front _ brave. we are both fans of... kate winslet it on the front pages - brave. we are both fans of... kate winslet it on the front pages of. winslet it on the front pages of many of the papers today. she has given an interview and she has been talking about the fact she wanted to make the main character she plays in this drama as normal as possible. so she asked the director to leave in her ability bits. and she also,

apparently when they sent out the pictures for the press release, she wanted it changed twice because they had airbrushed kroll�*s feet out of arise. had airbrushed kroll's feet out of arise. ,, ., , had airbrushed kroll's feet out of arise, ,, ., , had airbrushed kroll's feet out of arise. ,, ., , ., ~ , arise. she does look real. and she looks amazing- — arise. she does look real. and she looks amazing. because _ arise. she does look real. and she looks amazing. because she - arise. she does look real. and she i looks amazing. because she wanted her clothes to _ looks amazing. because she wanted her clothes to look _ looks amazing. because she wanted her clothes to look dowdy, - looks amazing. because she wanted her clothes to look dowdy, in - looks amazing. because she wanted her clothes to look dowdy, in a - her clothes to look dowdy, in a trailer she threw them on the floor of the end of the day and pick them up of the end of the day and pick them up and put them on the following day to make sure they were creased and normal. series one has finished. it was meant to be a miniseries. now there is huge demand for it to come again. do you want more of it, or should itjust be left? was it perfect? it should it 'ust be left? was it erfect? ., , , ., ~' should it 'ust be left? was it erfect? .,, , ., ~' �* perfect? it was quite bleak. and it was perfect- _ perfect? it was quite bleak. and it was perfect- it _ perfect? it was quite bleak. and it was perfect. it was _ perfect? it was quite bleak. and it was perfect. it wasjust, _ perfect? it was quite bleak. and it was perfect. it wasjust, i - perfect? it was quite bleak. and it was perfect. it wasjust, i think. was perfect. it wasjust, i think the finale, that last episode, was just perfect. i the finale, that last episode, was just perfect-— just perfect. i think she smiled once in seven _ just perfect. i think she smiled once in seven episodes. - just perfect. i think she smiled once in seven episodes. that l just perfect. i think she smiled i once in seven episodes. that was eisode once in seven episodes. that was episode three. _ once in seven episodes. that was episode three. i— once in seven episodes. that was episode three. i remember- once in seven episodes. that was episode three. i remember it. - once in seven episodes. that was episode three. i remember it. doj once in seven episodes. that was i episode three. i remember it. do let us know what _ episode three. i remember it. do let us know what you _ episode three. i remember it. do let us know what you think _ episode three. i remember it. do let us know what you think about - episode three. i remember it. do let us know what you think about that i us know what you think about that and anything else we have talked about this morning. we're about to hear from an extraordinary group of pedestrians in oxford, who have been taking unusual

steps to uphold the law. the residents are trying to enforce restrictions on cars, which were put in place to create low traffic neighbourhoods, by becoming human traffic bollards. our chief environment correspondent, justin rowlatt, reports. here's a question for you. when is a pedestrian, not a pedestrian? ..any aggro with the drivers, because we're bollards, and bollards don't say anything. when they become a human bollard. what are you going to do — run us over? i'm not going to move. i've got a place to be. can you move? - car horns sound. you cannot go down the high street. so this road is supposed to be blocked between 7.30 in the morning, and 6.30 in the evening. but the bollards aren't working, and nor are the number plate recognition cameras. so drivers know they can come through without being fined. which is why the oxford pedestrians association decided to step in. i don't feel anxious or afraid.

ijust feel something has to be done, and i'm doing the right thing in the right direction. it's bizarre. i wouldn't have expected it. i'm not like normal vehicles. you didn't know that? oh, i can see you're not. oh, you're speechless now? yeah. yeah, so i'll be reversing down there in a second, thank you. one delivery man managed to bamboozle the activists into letting him through. you pay taxes for the council to go through here. not delivery though. yes, i'm an authorised vehicle, same as the county council, mate, the same as buses. i can go through the cameras. the delivery company dpd told bbc breakfast the response from their driver wasn't acceptable, and it said it will brief all drivers again on the restrictions. but we will find out. the road closures here in oxford are part of a nationwide effort to calm traffic in our town and city centres. so what we're trying to do is to rebalance our streets, you know, to make them friendlier for pedestrians, to encourage people to be able to walk more short trips. and that actually helps free up space for people who need to drive, for people who are carrying heavy loads.

but rachel, freeing up space for pedestrians means taking space away from motorists, doesn't it? it means that very often they're the same person. very often there's a person who is driving to the local shop, who could walk to the local shop. not always. enfield in london is one of many english councils that has blocked roads and introduced charges to create new low traffic neighbourhoods, or ltns, during the covid pandemic. so, this low traffic neighbourhood came completely out of the blue and it's made our lives impossible. the restrictions here in enfield are similar to oxford, except you are fined £130 if you drive through. everywhere i've been going, i've been blocked from going down here. it's bloody ridiculous. sue sanders says she's never been involved in local politics before. i see it as undermining democracy. there's not been a proper consultation. we see the ltn as a fait accompli,

as something imposed upon us. and i actually genuinely see it as alienating people from the green agenda. it's actually undermining the green agenda. we asked enfield council for comment, but it did not respond. hiya, guys. you know it's illegal for you to go through here? no it's not, mate. it is. the truth is, if we want safe, clean cities, and to tackle climate change, we do need to coax some people out of their cars. and if they think they'll be punished, most drivers do obey the law. justin rowlatt, bbc news, oxford. my my goodness. interesting one, that. thank you to the eight gazillion people who told me that it was of course the great outdoors. there was a real bear in that as well. a real bear called baard and he had a

little brother called little barugh. —— bart. little brother called little barugh. -- bart. ., 4' ., little brother called little barugh. -- bart. ., ,, ., . ., -- bart. you know too much about that. -- bart. you know too much about that- watch _ -- bart. you know too much about that. watch another _ -- bart. you know too much about that. watch anotherjohn - -- bart. you know too much about that. watch anotherjohn cantlie . that. watch anotherjohn cantlie movie. that is our homework for today. before that, we are going to talk to nina that lots of people out of the work because of the pandemic. some companies are struggling to filljob vacancies. that some companies are struggling to fill job vacancies.— fill job vacancies. that is because eo - le in fill job vacancies. that is because people in temporary _ fill job vacancies. that is because people in temporary jobs - fill job vacancies. that is because people in temporaryjobs go - fill job vacancies. that is because people in temporaryjobs go back fill job vacancies. that is because i people in temporaryjobs go back to theirfull time roles. there is a shortage issue. nina is in older men can find out what is going on. good morning. busy and noisy. good morning. very interesting picture widely. i want you to look behind me. if you live in greater manchester and you have ordered a parcel, keep your eyes peeled, you may see it making its way to you. this is the dpd depo in middleton, where they go through 34,000 middleton, where they go through

3a,000 parcels every day. that is ben, he is a spotter stop he has to pick up everything that doesn't go through that wide machine. they scanned the items. they will push the parcels out into the correct delivery van. each fan represents a different route. a very organised. you do not need me to tell you we have been ordering more online overlooked and and that has thrown up overlooked and and that has thrown up vacancies which feed into every wider picture. first of all, in logistics, about one third of businesses are struggling at the moment. there was an hgv driver shortage before the pandemic. that has been exacerbated. also shortages in warehouse and with delivery drivers. one haulage firm has told us they have the work but they have had to park the lorries because there are not enough people to drive them. wholesalers and food services have told us lots of their staff went back to the european union pre—pandemic and during

pandemic, and are now not able or able to come back. and also, hospitality. during full lockdown either for lord xxx themselves out of work and many not returned. it has suddenly gone quiet. it is estimated there is a 9% gap in vacancies. that represents 180,000 vacancies. that represents 180 , 000 workers. vacancies. that represents 180,000 workers. some businesses are turning to incentives. hawksmoor are offering members of staff money if they can bring in new star. and caravan, the chain, are offering customers incentives of £100 of vouchers if they can bring in fresh members of staff. that is how keen they are to get people in. we did speak to a pub owner in the south—west who runs a chain of them. he said he is also going down the incentives route. fiur he said he is also going down the incentives route.— incentives route. our biggest challenges — incentives route. our biggest challenges in _ incentives route. our biggest challenges in the _ incentives route. our biggest challenges in the kitchen. i

incentives route. our biggest| challenges in the kitchen. you incentives route. our biggest - challenges in the kitchen. you can't manufacture chefs overnight. we are fully staffed but there are key gaps. they are crucial to fill, particularly as we going to a busy summer. we can take young people or older people and we can turn them into very good front of house staff. we are very good at our training and nurturing our staff, but it is more of a problem in the kitchen. we are offering existing staff, which we have about 180, 190, £100 if they introduce a friend and they come and work here. they stay for six weeks, they get another £100. it is another incentive to encourage people, our existing staff to help us recruit people, to make their lives easier. there does seem to have been a move out of the kitchen perhaps because it is very hard work. perhaps because it is unsociable hours. all of the things that are kind of obvious. but from our point of view it is still a fantastic array. and what we need to do as business

owners is we need to create a training programmes to nurture young staff through to longer term careers. , , �* careers. interesting, isn't it? lots of --eole careers. interesting, isn't it? lots of people who _ careers. interesting, isn't it? lots of people who formerly _ careers. interesting, isn't it? lots of people who formerly worked i careers. interesting, isn't it? lots of people who formerly worked in | of people who formerly worked in hospitality may —— may be aware it's not the correct path for the longer term. let's speak to sian. things stopped momentarily. they didn't drop the ball, did they? trio. stopped momentarily. they didn't drop the ball, did they?— drop the ball, did they? no, no s stem drop the ball, did they? no, no system is _ drop the ball, did they? no, no system is designed _ drop the ball, did they? no, no system is designed to - drop the ball, did they? no, no system is designed to do - drop the ball, did they? no, no system is designed to do that. l drop the ball, did they? no, nol system is designed to do that. it drop the ball, did they? no, no i system is designed to do that. it is a safety— system is designed to do that. it is a safety mechanism. you system is designed to do that. it is a safety mechanism.— system is designed to do that. it is a safety mechanism. you are one of those employers — a safety mechanism. you are one of those employers that _ a safety mechanism. you are one of those employers that has _ a safety mechanism. you are one of those employers that has taken - a safety mechanism. you are one of| those employers that has taken staff from hospitality over lockdown. how has your workforce changed? it has has your workforce changed? it has chanced has your workforce changed? it has changed quite _ has your workforce changed? it has changed quite diversely. _ has your workforce changed? it has changed quite diversely. we - has your workforce changed? it has changed quite diversely. we have taken _ changed quite diversely. we have taken a _ changed quite diversely. we have taken a number of different people across— taken a number of different people across the — taken a number of different people across the sector. last year we took on an— across the sector. last year we took on an extra — across the sector. last year we took on an extra 7500 employees. we are up on an extra 7500 employees. we are up to— on an extra 7500 employees. we are up to 22,000 now, which is fantastic _ up to 22,000 now, which is fantastic. we have taken airline pilots _ fantastic. we have taken airline pilots as— fantastic. we have taken airline pilots as well. they have been furloughed out of their business.

and going — furloughed out of their business. and going forward, have you reached peak online ordering or do you anticipate even more growth? trio. peak online ordering or do you anticipate even more growth? no, we exect anticipate even more growth? no, we expect even — anticipate even more growth? no, we expect even more _ anticipate even more growth? no, we expect even more growth. _ anticipate even more growth? no, we expect even more growth. we - anticipate even more growth? no, we expect even more growth. we have i expect even more growth. we have seen _ expect even more growth. we have seen fantastic opportunities. the site today, for example, is distributing 34,000 parcels. today we will— distributing 34,000 parcels. today we will deliver 1.4 million parcels. 10% of— we will deliver 1.4 million parcels. 10% of that— we will deliver 1.4 million parcels. 10% of that will be done by our electric— 10% of that will be done by our electric fleet. for the peak period we are _ electric fleet. for the peak period we are looking about 2 million parcels~ — we are looking about 2 million parcels. forthis we are looking about 2 million parcels. for this site about 50,000 parcels~ _ parcels. for this site about 50,000 arcels. , ., , parcels. double digit growth. they were saying _ parcels. double digit growth. they were saying earlier— parcels. double digit growth. they were saying earlier three - parcels. double digit growth. they were saying earlier three years - were saying earlier three years worth of growth over the specs of the year. expect. this is in see this as an

opportunity time now to get the news, travel and weather where you are. good morning, i'm sonja jessup. ten men have been arrested in connection with a fight in a park in northwest london in which an 18—year—old was killed. it happened in montrose park, in edgware on the evening of bank holiday monday. officers say there'll be extra police patrols in the colindale area. the mayor of london is set to announce new measures to make london's buildings more energy efficient. homes and workplaces account for over three quarters of the capital's carbon emissions. sadiq khan plans to "retrofit" social housing, such as improving insulation and increasing clean power sources. while sutton united have been celebrating promotion to the football league, it has meant having to rip up their pitch. several years ago

they laid down plastic to prevent games being called off by the weather, but it's not permitted in the football league. so they've had to replace it with grass. two granddads from bermondsey have become the latest stars of the rap world. # hello, girl, hello, darling. # what's your name and what's your number? # beg your pardon? pete and bas released their first song three years ago and now have millions of hits on social media and hundreds of thousands of fans around the world. they say they can't wait to get back to live performances. it's all about rhyming. rhyming. and being a cockney, our rhyming slang is a big thing. and rhythm — it's about rhythm. the words are important, but the rhythm is what they love. i mean, i think the gigs are going to be just off the scale because they were good before. when people can get out and about and they realise what they missed, it's going to be absolutely epic. let's take a look at the travel situation now... we've got minor delays on the circle line, and the overground has severe delays

— it's a track fault and overrunning engineering works. now the weather with elizabeth rizzini. hello, good morning. yesterday was the warmest day of the year so far, and we could beat those temperatures again today. now there's plenty of blue sky and sunshine to come. it is a mild start to the morning — temperatures in double figures. we'll keep the sunshine through the morning, into the afternoon. bit of fair—weather high cloud here and there, perhaps, and it will tend to cloud over towards the end of the day, as well — just out towards the south—west — and we could see one or two showers as we head through the evening. but not before we've seen temperatures peak in the mid—20s quite widely — maybe 26, 27 degrees celsius possible somewhere out towards western spots, maybe in central london, too. we've got a south—easterly wind and it's that that's blowing

all this warm air our way. now, overnight tonight, that feature is set to move its way northward so there could be some heavy downpours, possibly even a rumble or two of thunder from those showers. they'll move their way northwards and it should be dry again by the time we get to thursday morning but it will be a cloudier start to the day on thursday. but again, it's looking dry with some sunny spells and temperatures peaking once more in the low— to the mid—20s. i'm back with in half an hour. plenty more on our website. now, though, it's back to dan and sally. bye for now. hello, this is breakfast with dan walker and sally nugent. coming up on breakfast this morning... we'll hear from the 1988 team gb olympic hockey gold medallist imran sherwani, who has revealed he has been diagnosed with early—onset alzheimer's. we'll talk to the police force that is protecting its dogs by issuing them with body armour. and coronation street star colson smith has made a documentary

about his real—life lockdown weight loss that has become a storyline for his character craig tinker. we'll talk to him at 7.50. the uk reported zero daily covid deaths yesterday for the first time since the pandemic began. but with reports of a surge in cases of the indian variant — is this really a reason to celebrate? here to discuss this further is gp dr zoe norris. good morning, lovely to speak to you. what is your take on that zero disease map out deaths for the first time since the start of the is it a reason to celebrate? i time since the start of the is it a reason to celebrate?— reason to celebrate? i think it is alwa s reason to celebrate? i think it is always going — reason to celebrate? i think it is always going to _ reason to celebrate? i think it is always going to be _ reason to celebrate? i think it is always going to be a _ reason to celebrate? i think it is always going to be a positive i reason to celebrate? i think it is i always going to be a positive thing to have zero deaths, but as with previous figures we have seen debts around weekends when certain variants are coming under control, when vaccination campaigns are

increasing. so i think a single day, we still need to be cautious about, but fingers crossed that is the direction we are going get. all but fingers crossed that is the direction we are going get. all the talk at the moment _ direction we are going get. all the talk at the moment is _ direction we are going get. all the talk at the moment is about - direction we are going get. all the talk at the moment is about the l direction we are going get. all the i talk at the moment is about the next stage of unlocking where you are living in the uk. how do you assess where we are at the moment? we spoke to the former chief scientific adviser to the government yesterday and he said what he required was more data. are you in a similar position? i more data. are you in a similar osition? ., �* more data. are you in a similar position?— more data. are you in a similar osition? ., �* ,, ., position? i don't know whether i need more _ position? i don't know whether i need more data. _ position? i don't know whether i need more data. what - position? i don't know whether i need more data. what i - position? i don't know whether i | need more data. what i probably position? i don't know whether i - need more data. what i probably need is to feel confident the nhs is able to manage with any pressure and that has always been the whole idea behind the lockdown is, that we don't overwhelm the nhs. at the moment we do know we have increased numbers of cases of the indian variant, but a lot of those are not resulting in increased hospitalisations or deaths stop at the nhs can manage with those cases, and these are people who are less

unwell, then fingers crossed we might be able to do something different on the 21st ofjune but i'm not holding my breath. from your own experience _ i'm not holding my breath. from your own experience in _ i'm not holding my breath. from your own experience in your— i'm not holding my breath. from your own experience in your practice - i'm not holding my breath. from your own experience in your practice and l own experience in your practice and speaking to others in the profession, the vaccination programme is the big difference maker here. how have the most recent figures affecting those people who have been thinking or questioning whether they need the vaccination? it has seemed to encourage take a little bit. we saw a drop off in people who were accessing vaccinations when we got to below about 40 years old. they seems to have encourage some patients. we are particularly interested in patients from blackwater ethnic minority backgrounds because they are more at harm coronavirus infection —— from black and ethnic minorities. fine harm coronavirus infection -- from black and ethnic minorities. one of the other issues _ black and ethnic minorities. one of the other issues which _ black and ethnic minorities. one of the other issues which is _ black and ethnic minorities. one of the other issues which is touched l black and ethnic minorities. one of. the other issues which is touched on by many people getting in contact with the programme is that there is

a relaxation and a return to the normality of life and a lot of that is inspired by the success of the vaccination programme but other people are thinking, hold on, we need to be careful because another lockdown is what is feared by many. it is, and i think it is a matter of who will win the race, whether we can get over that critical moment in the vaccination campaign where the majority of the population is covered, where the most vulnerable are covered, where if we do have a covid cases, that they are not serious and causing major problems for the nhs, or we get a variant thatis for the nhs, or we get a variant that is quick spreading as we have seen with this one will spread amongst the young unvaccinated population. it is hedging bets and the covid vaccination delivery service relies on a general practice being able to continue to deliver because we are doing about 70% of all vaccinations in the nhs at the moment as well as providing normal service. ., ~' moment as well as providing normal service. ., ,, ,

moment as well as providing normal service. ., ,, .., , ., ,, service. their work continues, thank ou ve service. their work continues, thank you very much. _ service. their work continues, thank you very much. dr— service. their work continues, thank you very much, dr zoe _ service. their work continues, thank you very much, dr zoe norris, - service. their work continues, thank you very much, dr zoe norris, have | service. their work continues, thank | you very much, dr zoe norris, have a fantastic wednesday, we will speak to you later. it is about the sort of time before a big football tournament when everybody starts talking about what might happen... yes. where might the home nations go? fiemi might happen. .. yes. where might the home nations go?— home nations go? semi final of the world cu home nations go? semi final of the world cop for— home nations go? semi final of the world cup for england. _ home nations go? semi final of the world cup for england. yes, - home nations go? semi final of the world cup for england. yes, so - home nations go? semi final of the i world cup for england. yes, so maybe a semifinal of — world cup for england. yes, so maybe a semifinal of the _ world cup for england. yes, so maybe a semifinal of the heroes. _ world cup for england. yes, so maybe a semifinal of the heroes. great - a semifinal of the heroes. great expectations — a semifinal of the heroes. great expectations as _ a semifinal of the heroes. great expectations as the _ a semifinal of the heroes. great expectations as the build-up i a semifinal of the heroes. great expectations as the build-up to | a semifinal of the heroes. greatl expectations as the build-up to a expectations as the build—up to a large _ expectations as the build—up to a large tournament to. expectations as the build-up to a large tournament to.— large tournament to. here we go aaain. large tournament to. here we go again. scotland, _ large tournament to. here we go again. scotland, we _ large tournament to. here we go again. scotland, we are - large tournament to. here we go again. scotland, we arejust - large tournament to. here we go i again. scotland, we are just happy again. scotland, we are 'ust happy to be. due — again. scotland, we are 'ust happy to be. due the t again. scotland, we are 'ust happy to be. due the 18th. _ again. scotland, we are just happy to be. due the 18th. the _ again. scotland, we are just happy to be. due the 18th. the 19th. - again. scotland, we are just happy to be. due the 18th. the 19th. i. to be. due the 18th. the 19th. i like to get _ to be. due the 18th. the 19th. i like to get in — to be. due the 18th. the 19th. i like to get in a _ to be. due the 18th. the 19th. i like to get in a day _ to be. due the 18th. the 19th. i like to get in a day earlier, - like to get in a day earlier, preparation. like to get in a day earlier, preparation-— like to get in a day earlier, preparation. that will be an interesting _ preparation. that will be an interesting one. _ preparation. that will be an interesting one. i _ preparation. that will be an interesting one. i reckon i preparation. that will be an interesting one. i reckon it| preparation. that will be an i interesting one. i reckon it will either— interesting one. i reckon it will either be — interesting one. i reckon it will either be we will beat you... laughter "we will beat you!" i like that.

what may happen is scotland will be glorious _ what may happen is scotland will be glorious in _ what may happen is scotland will be glorious in defeat but england are one of— glorious in defeat but england are one of the — glorious in defeat but england are one of the favourites for the tournament. when asked about it, gareth— tournament. when asked about it, gareth southgate did agree that not reaching _ gareth southgate did agree that not reaching the semifinals would be a failure _ it's ahead of england's warm—up match against austria tonight. southgate announced his slimmed—down squad yesterday, so we now know the 26 players included, and who has missed out. seven players were culled from gareth southgate's squad, including mason greenwood, who's injured, and jesse lingard — whose form wasn't quite enough to earn him a spot in the squad, although he will start in their friendly tonight because some of the players have onlyjustjoined the camp from their clubs. relief, though, for the likes of bukayo saka of arsenal, 17—year—old jude bellingham, and liverpool's trent alexander—arnold — who's one of four right—backs in the setup. there had been reports in some newspapers that alexander—arnold would miss out, but his strong end to the season earned him a recall. and southgate seemed bemused by some

of the stories about the player. again we are having to speak to trent _ again we are having to speak to trent last — again we are having to speak to trent last night _ again we are having to speak to trent last night to _ again we are having to speak to trent last night to say, - again we are having to speak to trent last night to say, look, i again we are having to speak to i trent last night to say, look, don't know— trent last night to say, look, don't know where — trent last night to say, look, don't know where this _ trent last night to say, look, don't know where this is _ trent last night to say, look, don't know where this is all _ trent last night to say, look, don't know where this is all coming - trent last night to say, look, don'tl know where this is all coming from. it's know where this is all coming from. it's nonsense — know where this is all coming from. it's nonsense. because _ know where this is all coming from. it's nonsense. because people - know where this is all coming from. | it's nonsense. because people don't 'ump it's nonsense. because people don't jump on— it's nonsense. because people don't jump on it _ it's nonsense. because people don't jump on it and — it's nonsense. because people don't jump on it and say, _ it's nonsense. because people don't jump on it and say, i've _ it's nonsense. because people don't jump on it and say, i've got- it's nonsense. because people don't jump on it and say, i've got an - jump on it and say, i've got an agenda — jump on it and say, i've got an agenda or— jump on it and say, i've got an agenda or i_ jump on it and say, i've got an agenda or i don't— jump on it and say, i've got an agenda or i don't like - jump on it and say, i've got an agenda or i don't like the - jump on it and say, i've got an agenda or i don't like the kid. i jump on it and say, i've got an. agenda or i don't like the kid. it is an— agenda or i don't like the kid. it is an incredible _ agenda or i don't like the kid. it is an incredible situation, - agenda or i don't like the kid. iti is an incredible situation, really, but, _ is an incredible situation, really, but. as— is an incredible situation, really, but. as i— is an incredible situation, really, but. as i say, _ is an incredible situation, really, but, as i say, not— is an incredible situation, really, but, as i say, not bothered - is an incredible situation, really, | but, as i say, not bothered about is an incredible situation, really, i but, as i say, not bothered about it from _ but, as i say, not bothered about it from my— but, as i say, not bothered about it from my own — but, as i say, not bothered about it from my own point _ but, as i say, not bothered about it from my own point of _ but, as i say, not bothered about it from my own point of view, - but, as i say, not bothered about it from my own point of view, but - but, as i say, not bothered about it from my own point of view, but i i but, as i say, not bothered about it| from my own point of view, but i do always— from my own point of view, but i do always think — from my own point of view, but i do always think about _ from my own point of view, but i do always think about the _ from my own point of view, but i do always think about the players. - england host austria in middlesbrough tonight. wales face france, whilst scotland's game against the netherlands has already been hampered by covid problems for both teams. midfielderjohn fleck is self—isolating after a positive test — the rest of the scotland squad came back negative. and the dutch have dropped their goalkeeperjasper cillessen, saying he won't have enough time to get 100% fit after he also contracted coronavirus.

we told you yesterday about naomi osaka's withdrawal from the french open to preserve her mental health. the organisers of the grand slams have pledged to work with players, the media and the tennis community to create "meaningful improvements" after the four—time major winner said she didn't want to do post—match press conferences because of anxiety. venus williams — who lost in the first round yesterday — gave an insight into how she deals with the pressures of facing the press. for me personally, how i cope, l how i deal with it was that i know every single person that asked me a question can't play— as well as i can and never will. so no matter what you say - or what you write, you'll never light a candle to me. so that's how i deal with it. but each person deals with it differently. - she is right! and we're now at the second—round stage of the french open today with the top seeds and the favourites safely through at roland garros. novak djokovic beat arguably the most aptly named man in the sport in tennys sandgren in straight sets as he bids for a 19th major title. rafa nadal is going for a record—extending 14th win at the french open,

he's safely through to the second round after beating the young australian alexei popyrin in straight sets. around 7,500 fans will be at lord's today as england open their cricketing summer with the first of two test matches against new zealand. new faces like wicketkeeperjames bracey are expected to be included. after all of their games were played in bio bubbles in manchester and southampton last year, joe root's side face a difficult test against the number—two—ranked team in the world, but this time they will have fans to support them at the home of cricket. thrilled that we're going to have spectators back in the ground i to be able to enjoy- an english test summer. you know, the last couple of weeks, the weather's been awful, _ so to be stood here — it be nice and warm l for a change and there's not a cloud in the sky, l almost — is fantastic. it bodes for a great week of test cricket and a great way - to start the test summer. nice to see the weather like that

and new— nice to see the weather like that and new zealand returning to lord's for the _ and new zealand returning to lord's for the first — and new zealand returning to lord's for the first time after that 2019 world _ for the first time after that 2019 world cup loss to england. thanks ve much world cup loss to england. thanks very much indeed. _ it is wednesday morning, fast approaching 6:45am. the olympic hockey gold medallist, imran sherwani, has revealed he has been diagnosed with early onset alzheimer's. his former team—mate steve batchelor is raising money for the alzheimer's research uk charity by running the london marathon later this year with imran's son, zac. danjohnson went to meet imran and discovered that despite his condition progressing, he still remembers that winning game in 1988 very well — along with the immortal line from commentator barry davies that he inspired. 1988, the seoul olympics hockey final. batchelor of southgate. .. and sherwani makes it three. that goal means gold for great britain. two goals for imran sherwani! and one of sport's greatest lines. where were the germans? but, frankly, who cares?

i thought it was going to be my day. i'd missed a few goals and obviously today they hit the backboards. it was just tremendous. that was just joy — just sheer joy. because when the ball was chipped, i was on our baseline. and ijust legged it. there was no cover down the middle and the speed of sherwani too much for anybody. he whipped it across and ijust... ..shepherded it in. it was as easy as that. and where were the germans? who cares? these are special memories for a gold—medal—winner who is now aged 59, living with early—onset dementia. the fact that i would have to keep going, going halfway to fetch something and then thinking, well, what was i going for? so sort of forgetfulness, really. and from that, you then sort

of have a bit of anxiety steps in — that, why can't i do that? why have a i missed that? why have i missed that? he would lose his keys, his wallet, his phone every day. he'd leave the house insecure. we'd go out and we'd lose a jumper every time we went out, or an item of clothing. what i didn't realise about living with dementia is that it's notjust about the memory loss — it's about depression, anxiety... anxiousness. ..being very anxious, not being able to do tasks. and then, unfortunately for imran, it took two and a half to three years to diagnose partly because of his age. so i worked at a school and... ..i used to forget the children's names. and so i went through a process of writing down the names and getting a photograph of them so that i could recognise who that was and who that was. but i couldn't even cope with that.

yeah, it was... it was horrendous. having been so fit and active and having achieved at that highest level on the global stage, does that make you even more frustrated about this, or do you think that gives you the resilience to deal with this? it's a toughy, really, because i think it's all in one. yes, i'm resilient. um... and it is tough to go through this but, like i say, i'm very lucky to have louise alongside me. without her, i would not... i would not cope. imran's also got the support of old team—mates — like steve batchelor, the man who set up that goal in seoul. how much credit would you like to give to stephen batchelor? because he's running was faultless and his...tremendous performance. because his running was faultless and his...tremendous performance. none at all! laughter. he was tremendous. batch has had a good last two games

and loads of work down the right. no, the third goal was- definitely me and imranjust had put it in the net. and it was that... it was that simple. steve's running this year's london marathon to raise money for alzheimer's research uk, with a team including imran's son. i've never ran in a i marathon in my life. and to do the london marathon... i have run before in my life — not just that distance. - it's going to be a challenge. i'm absolutely looking forward to it. - i've spoken to so many people that have run the london marathon - and they say the buzz, _ the hype, the crowd take you round. i'm just looking forward to that. i've got family, friends... imran and louise are going to bel at the finish line, hopefully to see us all cross the line. and so it's all those things that willjust keep us going. - so, yeah, i'm sure we'll getl across the line, and the time absolutely is irrelevant. but you know he'll slate you for it if it's not good. oh, yeah, definitely — he will. if you can maybe press play on that, steve...

and there's a little surprise from a well—known voice — the man behind the microphone all those years ago. hiya, imran. i hear that you're reviving that final partnership — i batchelor and sherwani — - the one which confirmed the gold in seoul all those years ago. it's a really good cause _ and i want to wish you all the very best of luck in your team. i hope it is well supported. incidentally, are there any germans taking part? - laughter. that is brilliant! aww! that is brilliant! and the gold medal... ..is great britain's. the fairy tale has come true — and how deservedly so! - it's a difficult question, but do you worry there'll come a time where you struggle to remember those games, those goals, those achievements? i don't think you can take those out. that's on the... that's on the print.

how am i going to forget that? you think that'll stay there? as sure as i got... ..the day i got married. i'm really not trying to undermine your positivity at all, imran, but the future can be an unknown for you — but it's a reality for you. yeah. and, you know, together we try to be positive, as we said, and we just enjoy the time we've got. but certainly for me, i've had to rethink my future years. i also want to spend as much time as i can with imran, enjoying the memories that we can make over the next few years or whatever time we've got where he can remember. and we don't know how long that's going to be. which bit stands out the most — is it the goals, is it the medals? getting me emotional now. it was all the camaraderie that... ..i've got now. a proper team? good chaps, proper team.

and they'll never be forgotten. and a team that's still with you, right? too right — i hope so. dan johnson, bbc news. amazing to see imran after all these years stock and i remember that game well. we will be speaking to ten 's sun zac. ! well. we will be speaking to ten 's sun zac. ., 1, , well. we will be speaking to ten 's sun zac. ., a, , ., ,., well. we will be speaking to ten 's sun zac. ., , ., ., sun zac. i love barry, we also love carol, who — sun zac. i love barry, we also love carol. who is _ sun zac. i love barry, we also love carol, who is in _ sun zac. i love barry, we also love carol, who is in the _ sun zac. i love barry, we also love carol, who is in the sunshine. - sun zac. i love barry, we also love | carol, who is in the sunshine. good morninu. carol, who is in the sunshine. good morning- it — carol, who is in the sunshine. good morning- it is _ carol, who is in the sunshine. good morning. it is glorious _ carol, who is in the sunshine. good morning. it is glorious here. - carol, who is in the sunshine. good morning. it is glorious here. the sun is— morning. it is glorious here. the sun is up. — morning. it is glorious here. the sun is up, the temperature is, we are knocking _ sun is up, the temperature is, we are knocking on the door of a 14 degrees — are knocking on the door of a 14 degrees in — are knocking on the door of a 14 degrees in london this morning. the forecast _ degrees in london this morning. the forecast for — degrees in london this morning. the forecast for today is another sunny one and _ forecast for today is another sunny one and also another warmer one. some _ one and also another warmer one. some thunderstorms in the forecast,

as well, _ some thunderstorms in the forecast, as well, already we are seeing some showers. _ as well, already we are seeing some showers, across the south—west and the channel— showers, across the south—west and the channel islands and they are the ones likely— the channel islands and they are the ones likely to turn thundery as we io ones likely to turn thundery as we go through— ones likely to turn thundery as we go through the course of the morning _ go through the course of the morning. spreading northwards, getting — morning. spreading northwards, getting into south wales, eventually the midlands and the tail end could collect _ the midlands and the tail end could collect the south—east of england. today— collect the south—east of england. today we — collect the south—east of england. today we are looking at a lot of low cloud, _ today we are looking at a lot of low cloud, mist — today we are looking at a lot of low cloud, mist and make coming in from the north— cloud, mist and make coming in from the north sea, shrouding the east coast _ the north sea, shrouding the east coast of— the north sea, shrouding the east coast of scotland and north—east coast _ coast of scotland and north—east coast of — coast of scotland and north—east coast of england. the rest of us looking — coast of england. the rest of us looking at— coast of england. the rest of us looking at sunshine with temperatures widely in the low to mid 20s, — temperatures widely in the low to mid 20s, locally in the south 27, possibly— mid 20s, locally in the south 27, possibly a — mid 20s, locally in the south 27, possibly a bit more. uv levels high across— possibly a bit more. uv levels high across the — possibly a bit more. uv levels high across the board. overnight you will find the _ across the board. overnight you will find the one — across the board. overnight you will find the one event will continue to drift northwards, losing some of its intensity— drift northwards, losing some of its intensity in — drift northwards, losing some of its intensity in doing so, and it will be quite — intensity in doing so, and it will be quite a — intensity in doing so, and it will be quite a cloudy night, so it will not be _ be quite a cloudy night, so it will not be a — be quite a cloudy night, so it will not be a cold night but it will be a cloudy _ not be a cold night but it will be a cloudy start tomorrow, the cloud breaking — cloudy start tomorrow, the cloud breaking up, sunny spells developing. different crossing scotland out of northern england will take — scotland out of northern england will take weaker and eventually just be a band _ will take weaker and eventually just be a band of cloud with sunny spells developing and we could catch the

shower— developing and we could catch the shower crossing southern areas but fairly— shower crossing southern areas but fairly isolated. temperatures tomorrow not as high as today but still many— tomorrow not as high as today but still many of us in the high teens or low— still many of us in the high teens or low 20s — still many of us in the high teens or low 20s. today it looks like it will be _ or low 20s. today it looks like it will be the — or low 20s. today it looks like it will be the warmest or hottest day of this— will be the warmest or hottest day of this week. thanks very much. a bit breezy, as well. it thanks very much. a bit breezy, as well. , you thanks very much. a bit breezy, as well.- you are _ thanks very much. a bit breezy, as well. it is! you are doing well, well. it is! you are doing well, carol, well. it is! you are doing well, carol. very _ well. it is! you are doing well, carol, very well. _ the psychological benefits of being around horses have been recognised by a growing number of therapists who work with people with mental health problems. now a horse therapy centre near lutterworth has been helping front line nhs workers recover from the trauma of caring for coronavirus patients during the pandemic. matt graveling is there for us this morning. good morning, you have a friend. i do, this is harry, the therapy was, having his breakfast. we deliver how i will let you finish your breakfast

because you are very involved in that. we are at a very special project called the way of the voice. this is lavender, perhaps to have had breakfast, and all of these horses, it is important to say, our rescue horses but now they are being used here as their invoices. the reason we are here today is because the team have seen an increase in people suffering from anxiety during the pandemic and they are using these horses to try to ease people stress levels, very interesting, let's find out more from one of the owners. good morning, how on earth are you using horses to reduce stress? it are you using horses to reduce stress? , , , ., , stress? it is quite simple, really. we use horses — stress? it is quite simple, really. we use horses to _ stress? it is quite simple, really. we use horses to be _ stress? it is quite simple, really. we use horses to be able - stress? it is quite simple, really. we use horses to be able to - stress? it is quite simple, really. we use horses to be able to helpj we use horses to be able to help people _ we use horses to be able to help people because they are a prey animal— people because they are a prey animal and because they recognise the stress — animal and because they recognise the stress and anxiety in people. if i the stress and anxiety in people. i came to the stress and anxiety in people. if i came to you for the day, it is a 12 week course, but if i came for one of the day sessions, what would you have me doing? brute

one of the day sessions, what would you have me doing?— you have me doing? we teach in a session to — you have me doing? we teach in a session to begin _ you have me doing? we teach in a session to begin with _ you have me doing? we teach in a session to begin with for - you have me doing? we teach in a session to begin with for the - you have me doing? we teach in a session to begin with for the first. session to begin with for the first houi’, _ session to begin with for the first hour, science, psychology and age-old — hour, science, psychology and age—old techniques to be able to put together— age—old techniques to be able to put together with the horse. then we get people _ together with the horse. then we get people to _ together with the horse. then we get people to work with these amazing animals. _ people to work with these amazing animals, and they have mia and lavender, — animals, and they have mia and lavender, both rescue horses, they have _ lavender, both rescue horses, they have been— lavender, both rescue horses, they have been through similar things to what we _ have been through similar things to what we are suffering through the pandemic— what we are suffering through the pandemic at the moment. they have been three _ pandemic at the moment. they have been three stress and anxiety, having — been three stress and anxiety, having been abandoned. thank you very much- — having been abandoned. thank you very much. let's _ having been abandoned. thank you very much. let's meet _ having been abandoned. thank you very much. let's meet one - having been abandoned. thank you very much. let's meet one of- having been abandoned. thank you very much. let's meet one of the l very much. let's meet one of the people who has been on this course, funded by the national lottery. angela is a counsellor. how has the last 12 months been viewed? blew. last 12 months been viewed? very, very stressful. _ last 12 months been viewed? very, very stressful, like _ last 12 months been viewed? very, very stressful, like everybody. - last 12 months been viewed? very, very stressful, like everybody. it i very stressful, like everybody. it has been — very stressful, like everybody. it has been very challenging, everybody has been very challenging, everybody has dealt _ has been very challenging, everybody has dealt with things in their only unigue _ has dealt with things in their only unique way, suffered three lockdown, restrictions, _ unique way, suffered three lockdown, restrictions, isolations and distresses which includes myself, as a councillor~ — distresses which includes myself, as a councillor-— a councillor. how have the horses

heled? a councillor. how have the horses helped? they _ a councillor. how have the horses helped? they have _ a councillor. how have the horses helped? they have acted - a councillor. how have the horses helped? they have acted as - a councillor. how have the horses helped? they have acted as a - a councillor. how have the horses i helped? they have acted as a mirror for my emotions, _ helped? they have acted as a mirror for my emotions, if— helped? they have acted as a mirror for my emotions, if you _ helped? they have acted as a mirror for my emotions, if you like, - helped? they have acted as a mirror for my emotions, if you like, and i for my emotions, if you like, and shown— for my emotions, if you like, and shown me — for my emotions, if you like, and shown me that i am carrying too much stress _ shown me that i am carrying too much stress and _ shown me that i am carrying too much stress and anxiety and that it has really— stress and anxiety and that it has really been impacting on the mental health— really been impacting on the mental health and they have taught me how to regulate my emotions.— to regulate my emotions. thank you so much, to regulate my emotions. thank you so much. angela- — to regulate my emotions. thank you so much, angela. very _ to regulate my emotions. thank you so much, angela. very sensory - so much, angela. very sensory animal, they tell you when stress is in your body and help you learn to deal with it. i will let these guys enjoy their breakfast. more information on the project's website, the way of the horse. i want one! thanks. you _ website, the way of the horse. i want one! thanks. you have - website, the way of the horse. i want one! thanks. you have a i website, the way of the horse. i | want one! thanks. you have a lot website, the way of the horse. i i want one! thanks. you have a lot of love for the — want one! thanks. you have a lot of love for the voice, _ want one! thanks. you have a lot of love for the voice, the _ want one! thanks. you have a lot of love for the voice, the way - want one! thanks. you have a lot of love for the voice, the way of - want one! thanks. you have a lot of love for the voice, the way of the i love for the voice, the way of the voice. it is your way! you love for the voice, the way of the voice. it is your way!— voice. it is your way! you don't love them _ voice. it is your way! you don't love them as _ voice. it is your way! you don't love them as much _ voice. it is your way! you don't love them as much as - voice. it is your way! you don't love them as much as me. - voice. it is your way! you don't love them as much as me. i i voice. it is your way! you don't - love them as much as me. i witnessed a friend being — love them as much as me. i witnessed a friend being bitten _ love them as much as me. i witnessed a friend being bitten by _ love them as much as me. i witnessed a friend being bitten by a _ love them as much as me. i witnessed a friend being bitten by a horse. - love them as much as me. i witnessed a friend being bitten by a horse. ut- a friend being bitten by a horse. ut whe bitten? no, _ a friend being bitten by a horse. ut whe bitten? no, i— a friend being bitten by a horse. ut whe bitten? no, i watched - a friend being bitten by a horse. ut whe bitten? no, i watched a - a friend being bitten by a horse. ut whe bitten? no, i watched a friendj whe bitten? no, i watched a friend and then i almost _ whe bitten? no, i watched a friend and then i almost got _ whe bitten? no, i watched a friend and then i almost got munched - whe bitten? no, i watched a friend and then i almost got munched by| whe bitten? no, i watched a friend | and then i almost got munched by a grand national winner. 50 it and then i almost got munched by a

grand nationalwinner._ grand nationalwinner. so it didn't actually bite _ grand nationalwinner. so it didn't actually bite you _ grand nationalwinner. so it didn't actually bite you quiz _ grand nationalwinner. so it didn't actually bite you quiz like - grand nationalwinner. so it didn't actually bite you quiz like they - grand nationalwinner. so it didn't actually bite you quiz like they canj actually bite you quiz like they can sense your fear. i actually bite you quiz like they can sense your fear.— sense your fear. i am not a worse erson, sense your fear. i am not a worse person. so — sense your fear. i am not a worse person. so they _ sense your fear. i am not a worse person. so they can _ sense your fear. i am not a worse person, so they can sense - sense your fear. i am not a worse person, so they can sense they i sense your fear. i am not a worse i person, so they can sense they have one here. ., ., , , ., one here. you need to spend more time with them. _ one here. you need to spend more time with them. i _ one here. you need to spend more time with them. i appreciate - one here. you need to spend more time with them. i appreciate the i one here. you need to spend more l time with them. i appreciate the way ofthe time with them. i appreciate the way of the horse — time with them. i appreciate the way of the horse from _ time with them. i appreciate the way of the horse from a _ time with them. i appreciate the way of the horse from a safe _ time with them. i appreciate the way of the horse from a safe distance. i time now to get the news, travel and weather where you are. good morning, i'm sonja jessup. ten men have been arrested in connection with a fight in a park in north west london, in which an 18—year—old was killed. it happened in montrose park in edgware on the evening of bank holiday monday. officers say there'll be extra police patrols in the area. physiotherapists based at st pancras hospital are trialling an app, which aims to help patients recovering from long covid. the idea is patients can use it to help manage their condition, check their symptoms and get advice. it's already being tried out in intensive care settings, but they want to see how well it works once patients

have left hospital. while sutton united have been celebrating promotion to the football league, it has meant having to rip up their pitch. several years ago they laid down plastic to prevent games being called off by the weather. but it's not permitted in the football league, so they've had to replace it with grass. two grandads from bermondsey have become the latest stars of the rap world. # hello, girl, hello, darling. # what's your name and what's your number? # beg your pardon? pete and bas released their first song three years ago, and now have millions of hits on social media and hundreds of thousands of fans around the world. they say they can't wait to get back to live performances. it's all about rhyming. rhyming. and being a cockney, our rhyming slang is a big thing. and rhythm — it's about rhythm. the words are important, but the rhythm is what they love. i mean, i think the gigs are going to be just off the scale because they were good before. when people can get out and about and they realise

what they missed, it's going to be absolutely epic. let's take a look at the travel situation now. we've got minor delays on the circle line, and the overground has severe delays because of a track fault and overrunning engineering works. on the roads, there's been an accident in shepherds bush. the west cross route is closed northbound from the holland park roundabout to the westway. and this is how it looks on the a13 — london bound traffic building through barking. now the weather with elizabeth rizzini. hello, good morning. yesterday was the warmest day of the year so far, and we could beat those temperatures again today. now there's plenty of blue sky and sunshine to come. it is a mild start to the morning — temperatures in double figures. we'll keep the sunshine through the morning, into the afternoon. bit of fair—weather high cloud here and there, perhaps, and it will tend to cloud over towards the end of the day, as well — just out towards the south—west — and we could see one or two showers as we head through the evening. but not before we've seen temperatures peak in the mid—20s quite widely —

maybe 26, 27 degrees celsius possible somewhere out towards western spots, maybe in central london, too. we've got a south—easterly wind and it's that that's blowing all this warm air our way. now, overnight tonight, that feature is set to move its way northward so there could be some heavy downpours, possibly even a rumble or two of thunder from those showers. they'll move their way northwards and it should be dry again by the time we get to thursday morning but it will be a cloudier start to the day on thursday. but again, it's looking dry with some sunny spells and temperatures peaking once more in the low— to the mid—20s. i'm back with in half an hour. plenty more on our website. bye for now. good morning, welcome to breakfast with dan walker and sally nugent. more than £1 billion for catch—up tuition for pupils in england, but headteachers say it's a fraction of what's needed.

did we actually give the best for these children? well, we did the best that we could do with the means that we had. but the means we had weren't enough. bodycams for ambulance staff in england, after attacks by the public rise by almost a third in five years. as gareth southgate makes his final squad selection for the euros, the england manager admits not reaching the semifinals would be a failure. it's ahead of england's warm—up match against austria tonight. so i want to do is, whilst you're watching craig lose weight on telly, i want to show you how colson has done it in the real world. we'll speak to corrie star colson smith about how a storyline on the soap led him to become healthier and happier in real life. good morning. the sun is beating down for many of us today. it is going to be dry, sunny and very warm. but we do have thunderstorms in the south—west and

some low cloud coming in from the north sea. details in ten minutes. good morning. it's wednesday, june the 2nd. an extra £1.4 billion of funding has been announced by the government to help pupils in england whose education has been disrupted during the pandemic. borisjohnson said the aim was to make sure no child was left behind, but teaching unions have described the offer as "hugely disappointing." our education correspondent, elaine dunkley has this report. this is our reception children here. there's all sorts going on. this is ash green community primary in halifax. how are we doing? some of the children have missed nearly a year of in school learning. we're re—going over things that they did in reception and in year one. so, simple things like holding your pencil correctly. got a nice firm grip, i point with my finger... the past few months have been about catching up in the classroom. yes, it's my handwriting, because i hadn't done that much since lockdown,

and it's gone a bit different since. i've been at home for such a long time, and i've got quite used to being at home. and when you came back to school, i bet you were a bit tired, weren't you, doing all these activities? yeah. tell me what that was like? yeah, as soon as i went home, i was pretty much asleep. some of the children are struggling with concentration and confidence. they now work in smaller groups, so teachers can identify any issues. a lot of them stopped believing in themselves. they've not had the basic skills that they needed to. for example, my class in year three, they've not had the year two knowledge that they need to succeed in year three. so they've gone further behind than what we thought they would have. there are lots of additional activities to help children learn and play, but there are even bigger challenges. it's important that when you go home, you feel relaxed and comfortable, and that they can talk to you, you can talk to them. yeah? the school has a full time social worker.

this since children started returning to the classroom, this since children started. returning to the classroom, his caseload has doubled. the children are coming in and they're disclosing arguments, fights, parents, carers, physical abusing them, emotionally abusing them. during lockdown, you know, it was a doorstep visit, or i asked to see the children from the living room window, or if they could bring them to the door. but that only goes so far. you know, you can't see physical bruises. any additional funding this school gets will be used to provide extra support. it's the second morning that she said she had no tea last night. here, they want more money for an additional social worker. today, the government in england is announcing £1.4 billion for tuition and teacher training. future government proposals could also include longer days. but this headteacher says schools need to be given the flexibility, and more funding, to decide on what is best for them. if you don't put that

time in to think, ok, i want that child to be brilliant in maths, but before i do, i've got to make sure his family is ok, i've got to make sure that he's ok emotionally, if you don't see all of that, then you're not going to get anywhere with these children. what you're going to end up with is people at the end of it who are going to say, "do you know what? did we actually give the best for these children?" well, we did the best that we could do with the means that we had, but the means we had weren't enough. 51 — what would 51 divided by 100 be? catching up won't be quick or easy. for schools like this one, at the heart of a community, there is a long road to recovery. elaine dunkley, bbc news in halifax. it isa it is a big issue. and we'll be speaking to the education secretary, gavin williamson, at half past seven. let's speak now to our chief political correspondent, adam fleming, whojoins us from westminster. good morning, adam. how has this funding announcement for schools gone down? well, the teaching unions are quite

disappointed by it because they had been led _ disappointed by it because they had been led to believe it would be much more _ been led to believe it would be much more money available, even ten times as much— more money available, even ten times as much as _ more money available, even ten times as much as this, in conversations they— as much as this, in conversations they have — as much as this, in conversations they have been having with kevin collins, _ they have been having with kevin collins, the official appointed as catch _ collins, the official appointed as catch up— collins, the official appointed as catch up supreme are advising the government on all of this. where i think— government on all of this. where i think they— government on all of this. where i think they will be slightly more impressed is the tweaks to the national— impressed is the tweaks to the national tutoring programme. impressed is the tweaks to the nationaltutoring programme. until national tutoring programme. until now you _ nationaltutoring programme. until now you had to get a tutor from a private _ now you had to get a tutor from a private company and the government .ive private company and the government give schools vouchers to spend privately~ — give schools vouchers to spend privately. that has been changed. they— privately. that has been changed. they will— privately. that has been changed. they will be money available for schools — they will be money available for schools to hire local tutors or to pay extra — schools to hire local tutors or to pay extra money to teachers as my teaching — pay extra money to teachers as my teaching assistants to do that tutoring _ teaching assistants to do that tutoring. where there may be a row brewing _ tutoring. where there may be a row brewing is _ tutoring. where there may be a row brewing is this idea of extending the school day. there had been plans to do— the school day. there had been plans to do a _ the school day. there had been plans to do a big _ the school day. there had been plans to do a big pilot programme where schools— to do a big pilot programme where schools would sit for an extra two hours _ schools would sit for an extra two hours a _ schools would sit for an extra two hours a day — schools would sit for an extra two hours a day so peoples could do extra _ hours a day so peoples could do extra curricular activities after

lessons — extra curricular activities after lessons. that has now been turned into a _ lessons. that has now been turned into a review, which will look at the concept of the school day over the concept of the school day over the next _ the concept of the school day over the next few months. i think that 'ust the next few months. i think that just shows — the next few months. i think that just shows you there are some teaching — just shows you there are some teaching unions in favour of that, some _ teaching unions in favour of that, some opposed. some government ministers _ some opposed. some government ministers in favour, some opposed. those _ ministers in favour, some opposed. those arguments will be made for the next few— those arguments will be made for the next few months. meanwhile, yesterday the uk reported zero deaths for the first time since the start of the pandemic. what bearing will that have on the decision on further unlocking in england? i think the government will take it into account but it willjust be one of many— into account but it willjust be one of many things they will be taking into account when they make that decision— into account when they make that decision in— into account when they make that decision in two weeks about whether to -o decision in two weeks about whether to go ahead with the final step of the uplifting of the lockdown on the zist the uplifting of the lockdown on the 21st of _ the uplifting of the lockdown on the 21st ofjune. they will also be looking — 21st ofjune. they will also be looking at the increasing number of covid _ looking at the increasing number of covid cases— looking at the increasing number of covid cases there are, even though deaths _ covid cases there are, even though deaths are — covid cases there are, even though deaths are zero, the number of cases is going _ deaths are zero, the number of cases is going up— deaths are zero, the number of cases is going up slightly, they will look at if that— is going up slightly, they will look at if that increase a sustainable and if _ at if that increase a sustainable and if it — at if that increase a sustainable and if it is— at if that increase a sustainable

and if it isjust something that happens — and if it isjust something that happens when you start unlocking or if it is _ happens when you start unlocking or if it is the _ happens when you start unlocking or if it is the start of a problem. they— if it is the start of a problem. they will— if it is the start of a problem. they will be looking at the data on the indian — they will be looking at the data on the indian variant, known as the delta _ the indian variant, known as the delta variant by the world health organization, just how much or how easily— organization, just how much or how easily spread is it than other versions— easily spread is it than other versions of the coronavirus. and also, _ versions of the coronavirus. and also, just— versions of the coronavirus. and also, just how strong is the vaccine at protecting people, and how well are they— at protecting people, and how well are they getting through the age groups— are they getting through the age groups as well? it is great news about— groups as well? it is great news about zero— groups as well? it is great news about zero covid deaths, but it is only one — about zero covid deaths, but it is only one piece of the jigsaw that the government will be putting together. the government will be putting touether. ., ~ the government will be putting touether. ., ,, , ., the government will be putting touether. ., . . six people have been arrested on suspicion of murder, following the death of a 14—year—old boy in birmingham on monday. the suspects include four men in their thirties, as well as two males aged 13 and 14. a post—mortem examination revealed the victim, who has not yet been formally identified, died from a stab wound to the chest. a 19—year—old man from singapore has pleaded guilty to sending online death threats to the brighton

footballer neal maupay. derek ng de ren was arrested after the instagram posts were traced by the premier league. our reporter nick marsh is in singapore. you can bring us up to date with what's happening. hi, nick. it's been described as a bit of a landmark— it's been described as a bit of a landmark case. until today nobody residing _ landmark case. until today nobody residing outside of the uk had been convicted _ residing outside of the uk had been convicted for the online abuse of a premier— convicted for the online abuse of a premier league footballer. this is all the _ premier league footballer. this is all the culmination of a year's worth— all the culmination of a year's worth collaboration between the premier— worth collaboration between the premier league, brighton and the singapore — premier league, brighton and the singapore police, all resulting in this conviction of derek ng de ren. he now— this conviction of derek ng de ren. he now faces up to two years in jail and possibly a fine of up to £10,000. obviously he is not the only person who is outside the uk abusing _ only person who is outside the uk abusing premier league footballers online _ abusing premier league footballers online. this is happening every day and it's— online. this is happening every day and it's happening all across the world _ and it's happening all across the

world. some estimates have put it at 70% of _ world. some estimates have put it at 70% of all _ world. some estimates have put it at 70% of all online abuse received by footballers in the uk coming from overseas — footballers in the uk coming from overseas. until now it's been difficult — overseas. until now it's been difficult for clubs, for the premier league. _ difficult for clubs, for the premier league. to — difficult for clubs, for the premier league, to enlist the cooperation of police _ league, to enlist the cooperation of police forces around the world, to put their— police forces around the world, to put their time police forces around the world, to put theirtime and police forces around the world, to put their time and money into it, but cases— put their time and money into it, but cases like this have proved it is possible. the premier league have welcomed _ is possible. the premier league have welcomed it — is possible. the premier league have welcomed it and hope it serves as a powerful— welcomed it and hope it serves as a powerful deterrent going forward. thank— powerful deterrent going forward. thank you. one last story to bring you this morning. take a look at this. wow. this is the moment a teenager from california came face to face with a bear, who was walking along the wall of her back yard. the bear was with her two cubs, when she got into a fight with the girl's three pet dogs — so 17—year—old hailey morinico fought back. the grizzly scene was caught on cctv and afterwards, hailey warned others not to copy her actions.

i run over to the bear and the first thing i think to do is to push the bear off the ledge it's standing on. do not push bears, do not get close to bears, you do not want to get unlucky. ijust happened to come out unscathed. great advice. i do admire herfor doing that. it's shaping up to be a beautiful day. this is the view in lutterworth in leicestershire. it is like star wars stop beautiful sky. it is the moon, in case you were wondering. looks very nice. pretty spectacular where carol is this morning. good morning. it is gorgeous here in

london this morning. i am on the roof of broadcasting house. the sun is beating down. it could prove for some of us to be even warmer than it was yesterday. yesterday was the warmest day of the year so far. in cardiff the temperature reached 26.1 celsius. if you are stuck under the low cloud, mist, fog and murkiness, the temperature was only 11 degrees. the forecast for today is a dry one for most. a sunny one. and also a warm one. but there are thunderstorms in the forecast. already we have got some showery outbreaks of rain across the channel islands and cornwall. through the course of the day we are going to advance northwards and eastwards and turn heavy and thundery. across the south—west into wales, eventually into the midlands. the tail end of them could also clip the south—east of england. more low cloud and murkiness rolling in from the north sea across north—east england and scotland. forthe sea across north—east england and scotland. for the rest of us there

will be sunshine. temperatures in the low to mid 20s. locally in the south—east, 27, possibly more. tonight or a weather front continues to advance northwards, losing some of its intensity. bringing some showery rain to northern ireland, northern england and southern scotland. it will be a cloudy end to the night but not a cold one. a cloudy start tomorrow. some of the cloudy start tomorrow. some of the cloud breaking up to allow sunny spells to develop. the front crossing scotland will be a weak affair. not much rain. the odd shower in the south. temperatures lower than today. nonetheless, shower in the south. temperatures lowerthan today. nonetheless, it will still feel warm if you are out and about in the sunshine. one thing iforgot to mention and about in the sunshine. one thing i forgot to mention about today is there is a noticeable breeze, not just in london but throughout. we have noticed it, carol. you are doing well though. you are still winning. thank you. labour has accused the government of "showing no ambition for children's futures", after it unveiled its latest

catch—up plan for pupils in england, worth an extra £1.4 billion. so what would labour do differently? i'm joined now by shadow education secretary, kate green. good morning. good morning. what would labour— good morning. good morning. what would labour do _ good morning. good morning. twist would labour do brilliant good morning. good morning. his"isgt would labour do brilliant —— differently? would labour do brilliant -- differently?— would labour do brilliant -- differently? what we have to understand _ differently? what we have to understand is _ differently? what we have to understand is of _ differently? what we have to understand is of course - differently? what we have to i understand is of course children have _ understand is of course children have lost — understand is of course children have lost a _ understand is of course children have lost a lot of school learning during _ have lost a lot of school learning during the — have lost a lot of school learning during the pandemic but there has also been — during the pandemic but there has also been an impact on their well—being, their ability to be with their friends, their teachers, and socialise. — their friends, their teachers, and socialise, and on their mental well—being and emotional well— being and emotional development. well—being and emotional development. what we are proposing is they— development. what we are proposing is they should be a range of measures and a package of support for children and young people. yes, more _ for children and young people. yes, more time, — for children and young people. yes, more time, more small group tutoring and for— more time, more small group tutoring and for catching up on last learning, _ and for catching up on last learning, but children can't learn well if— learning, but children can't learn well if they are worried, if they are anxious, if they have not got time _ are anxious, if they have not got time to— are anxious, if they have not got time to play and develop. so we are also suggesting support for extracurricular activities, play,

drama, _ extracurricular activities, play, drama. art— extracurricular activities, play, drama, art etc, and of course, in putting _ drama, art etc, and of course, in putting on— drama, art etc, and of course, in putting on mental health support in schools— putting on mental health support in schools so— putting on mental health support in schools so that if children are struggling there is someone on help -- on _ struggling there is someone on help -- on hand — struggling there is someone on help —— on hand to help. your struggling there is someone on help -- on hand to help.— -- on hand to help. your plan proposes— -- on hand to help. your plan proposes more _ -- on hand to help. your plan proposes more than - -- on hand to help. your plan proposes more than ten - -- on hand to help. your plan| proposes more than ten times -- on hand to help. your plan - proposes more than ten times the amount of money for help that the government are suggesting over ten years. how would a labour government fund that? the years. how would a labour government fund that? ., , fund that? the government itself, uuite fund that? the government itself, quite rightly. _ fund that? the government itself, quite rightly, have _ fund that? the government itself, quite rightly, have set _ fund that? the government itself, quite rightly, have set aside - fund that? the government itself, quite rightly, have set aside a - quite rightly, have set aside a reserved _ quite rightly, have set aside a reserved for covid related expenditure. we are talking about how you _ expenditure. we are talking about how you use that money well. investing _ how you use that money well. investing in our children and young people and their futures must be our country's _ people and their futures must be our country's top priority. of course, that is _ country's top priority. of course, that is because children and young people _ that is because children and young people deserve the best and it is our responsibility as adults to provide — our responsibility as adults to provide that for them, but also because — provide that for them, but also because it _ provide that for them, but also because it would be a false economy if we allowed children to continue to fall— if we allowed children to continue to fall further behind. we know that will cost _ to fall further behind. we know that will cost hundreds of billions of pounds — will cost hundreds of billions of pounds in — will cost hundreds of billions of pounds in lost wages and earnings for those — pounds in lost wages and earnings for those young people in the future and to— for those young people in the future and to our— for those young people in the future and to our economy, and so it's

really— and to our economy, and so it's really important for those children and young — really important for those children and young people, and for the future of the _ and young people, and for the future of the country, that we make a bold commitment now to prioritise spending on children catching up. 0k, spending on children catching up. 0k. i_ spending on children catching up. 0k. iwill— spending on children catching up. ok, i willjust ask that again. wear with the money come from specifically?— with the money come from secificall ? , ., ., , specifically? the fund is already allocated by _ specifically? the fund is already allocated by the _ specifically? the fund is already allocated by the government. . specifically? the fund is already l allocated by the government. the government has been relying, quite rightly. _ government has been relying, quite rightly. the — government has been relying, quite rightly, the fact that it is borrowing money at very low interest rates currently, and it's really important _ rates currently, and it's really important that the first thing we do as a country is get the economy back on its _ as a country is get the economy back on its feet, _ as a country is get the economy back on its feet, stimulate demand, get people _ on its feet, stimulate demand, get people out— on its feet, stimulate demand, get people out shopping, going out and about— people out shopping, going out and about again in a way that's safe to do so _ about again in a way that's safe to do so 0nce — about again in a way that's safe to do so. once we got the economy growing. — do so. once we got the economy growing. of— do so. once we got the economy growing, of course, future government would want to look at revenue _ government would want to look at revenue generated measures, taxes etc, revenue generated measures, taxes etc. but— revenue generated measures, taxes etc. but the _ revenue generated measures, taxes etc, but the first priority is to grow— etc, but the first priority is to grow demand and rebuild our industry and our— grow demand and rebuild our industry and our successful businesses. and how would and our successful businesses. jific how would this and our successful businesses. jific how would this extra support and our successful businesses. el"ic how would this extra support happen? would you extend the school day? so what we suggest needs to happen is

that children need time to relax and enjoy— that children need time to relax and enjoy life _ that children need time to relax and enjoy life. overthe that children need time to relax and enjoy life. over the summer and that children need time to relax and enjoy life. overthe summerand into the new— enjoy life. overthe summerand into the new school year we think that the new school year we think that the important thing is to make sure that the _ the important thing is to make sure that the fabulous facilities and schools — that the fabulous facilities and schools have, the sports fields, the arts rooms. — schools have, the sports fields, the arts rooms, the music rooms etc, can be used _ arts rooms, the music rooms etc, can be used for— arts rooms, the music rooms etc, can be used for out—of—school activities too. be used for out—of—school activities too so _ be used for out—of—school activities too so we — be used for out—of—school activities too. so we are talking about school being _ too. so we are talking about school being open, — too. so we are talking about school being open, if you longer, but not for lots _ being open, if you longer, but not for lots and — being open, if you longer, but not for lots and lots of extra formal learning, — for lots and lots of extra formal learning, we don't want children doing _ learning, we don't want children doing maths at six o'clock in the evening — doing maths at six o'clock in the evening when they are tired and need to relax _ evening when they are tired and need to relax we — evening when they are tired and need to relax. we are saying that schools would _ to relax. we are saying that schools would have — to relax. we are saying that schools would have resources to make their facilities _ would have resources to make their facilities available for play, for drama. — facilities available for play, for drama, for sport etc, perhaps working — drama, for sport etc, perhaps working with voluntary and community groups _ working with voluntary and community groups who _ working with voluntary and community groups who already provide those activities — groups who already provide those activities. but groups who already provide those activities. �* . ., .,, groups who already provide those activities. �* . ., ., activities. but children have lost a ear of activities. but children have lost a year of learning, _ activities. but children have lost a year of learning, essentially. - activities. but children have lost a year of learning, essentially. howj year of learning, essentially. how would you propose they catch up and how would you measure that catch —— catch up? it how would you measure that catch -- catch u - ? , ., catch up? it is right. children have lost a lot of— catch up? it is right. children have lost a lot of learning. _ catch up? it is right. children have lost a lot of learning. 850 - catch up? it is right. children have lost a lot of learning. 850 million l lost a lot of learning. 850 million school _ lost a lot of learning. 850 million school days have been lost in this pandemic — school days have been lost in this pandemic. one of the most effective ways for— pandemic. one of the most effective ways for children to catch up on

learning — ways for children to catch up on learning that they have lost is through— learning that they have lost is through small group tutoring or one—to—one tutoring. the government has made _ one—to—one tutoring. the government has made some money available for that _ has made some money available for that it _ has made some money available for that it has — has made some money available for that. it has announced more today. but it _ that. it has announced more today. but it is— that. it has announced more today. but it is still— that. it has announced more today. but it is still reaching just over 1% but it is still reaching just over i% of— but it is still reaching just over 1% of children. many more need that support _ 1% of children. many more need that support. that should be part of the package _ support. that should be part of the acka . e. support. that should be part of the ackaue. ., ., ., ., package. ok, who would do that tutorin: ? package. ok, who would do that tutoring? l _ package. ok, who would do that tutoring? i imagine _ package. ok, who would do that tutoring? i imagine teachers - package. ok, who would do that tutoring? i imagine teachers at l package. ok, who would do that - tutoring? i imagine teachers at home watching now with their heads in their hands thinking, what hour in their hands thinking, what hour in the day will i fit this in?— the day will i fit this in? yeah, i absolutely _ the day will i fit this in? yeah, i absolutely understand. - the day will i fit this in? yeah, i absolutely understand. there i the day will i fit this in? yeah, i i absolutely understand. there may the day will i fit this in? yeah, i - absolutely understand. there may be some _ absolutely understand. there may be some people who would want to do it, but the _ some people who would want to do it, but the tutoring programme is making use of— but the tutoring programme is making use of other— but the tutoring programme is making use of other tutors at the moment, university— use of other tutors at the moment, university postgraduates, for example. we are a bit concerned that we have _ example. we are a bit concerned that we have to _ example. we are a bit concerned that we have to make sure those tutors are well—qualified, well—trained, to .ive are well—qualified, well—trained, to give a _ are well—qualified, well—trained, to give a really good quality experience to children and young people — experience to children and young people. we've suggested training up teaching _ people. we've suggested training up teaching assistants, many of whom would _ teaching assistants, many of whom would like — teaching assistants, many of whom would like to develop a career in education — would like to develop a career in education anyway, they could be good potential— education anyway, they could be good potential tutors. at the most important thing is to make sure that

children— important thing is to make sure that children get pretty good quality tutoring. that is why we will be watching — tutoring. that is why we will be watching this new contract that is about— watching this new contract that is about to — watching this new contract that is about to be issued, very carefully, to make _ about to be issued, very carefully, to make sure they do.— about to be issued, very carefully, to make sure they do. let's go back to make sure they do. let's go back to that one — to make sure they do. let's go back to that one point. _ to make sure they do. let's go back to that one point. how _ to make sure they do. let's go back to that one point. how will - to make sure they do. let's go back to that one point. how will this - to make sure they do. let's go back to that one point. how will this be l to that one point. how will this be measured? will there be exams? when will they happen?— will they happen? well, we are not su: caestin will they happen? well, we are not suggesting new — will they happen? well, we are not suggesting new forms _ will they happen? well, we are not suggesting new forms of _ will they happen? well, we are not. suggesting new forms of examinations or assessments. as we know the formal— or assessments. as we know the formal exams are not taking place this summer. schools are doing their own assessments. it is important we have good _ own assessments. it is important we have good data on how children's education — have good data on how children's education is progressing, and particularly because we are worried that the _ particularly because we are worried that the gap between less well off children— that the gap between less well off children and more advantaged children— children and more advantaged children has actually been widening. so there _ children has actually been widening. so there would need to be teacher -based _ so there would need to be teacher —based assessment. there will in due course _ —based assessment. there will in due course of— —based assessment. there will in due course of course be formal assessments and exams again. the urgent _ assessments and exams again. the urgent question for this summer is how are _ urgent question for this summer is how are our— urgent question for this summer is how are our gcse, btec and a—level students _ how are our gcse, btec and a—level students going to be treated fairly? teachers _ students going to be treated fairly? teachers are working flat out. how do ou teachers are working flat out. how do you treat _ teachers are working flat out. how do you treat them _ teachers are working flat out. times

do you treat them fairly? teachers are working flat out. how do you treat them fairly? well, - teachers are working flat out. how do you treat them fairly? well, i i do you treat them fairly? well, i think it's really _ do you treat them fairly? well, i think it's really regrettable - do you treat them fairly? well, i think it's really regrettable that| think it's really regrettable that we are — think it's really regrettable that we are in— think it's really regrettable that we are in a last—minute situation where _ we are in a last—minute situation where there has not been the opportunity to put in place excellent moderation processes between schools and teachers, and we also know _ between schools and teachers, and we also know there is going to be real pressure _ also know there is going to be real pressure when results arrive in august— pressure when results arrive in august if— pressure when results arrive in august if students are concerned that their— august if students are concerned that their grades don't fairly reflect— that their grades don't fairly reflect their ability, and they need to appeal— reflect their ability, and they need to appeal their grades. reflect their ability, and they need to appealtheir grades. so reflect their ability, and they need to appeal their grades. so it's going — to appeal their grades. so it's going to — to appeal their grades. so it's going to be very, very important that we — going to be very, very important that we have a transparent process, that we have a transparent process, that we _ that we have a transparent process, that we don't have the tobacco we had last— that we don't have the tobacco we had last year, where children from poorer— had last year, where children from poorer backgrounds were downgraded and lost _ poorer backgrounds were downgraded and lost out more, and there is a robust _ and lost out more, and there is a robust but — and lost out more, and there is a robust but swift process for appeals that everybody can have confidence in. i that everybody can have confidence in ithink— that everybody can have confidence in. i think it's really unfortunate that the — in. i think it's really unfortunate that the government didn't have a good _ that the government didn't have a good plan — that the government didn't have a good plan beam in place. —— plan b. we are— good plan beam in place. —— plan b. we are going — good plan beam in place. —— plan b. we are going to have to make the best of— we are going to have to make the best of a — we are going to have to make the best of a difficult situation this summer — best of a difficult situation this summer. what is really important is that children's efforts are recognised and they can move onto the next _ recognised and they can move onto the next stage of their education or employment.

the next stage of their education or employment-— the next stage of their education or emlo ment. ., , . ,, ,, employment. kate green, thank you. thank ou. paramedics in england will be given cameras to be worn on their uniforms as part of a plan to reduce attacks on nhs staff. the medics can press a button to start recording if patients became aggressive or abusive. data from the nhs england showed a 32% rise in assaults in the last five years. anna collinson reports. i took them off you. when did i do that? from spitting, biting and verbal abuse, to kicking, headbutting and punching. those in favour of body—worn cameras say they successfully document the abuse front line workers can face. get off me. why are you touching me for? get out! last year, the supermarket, the co—op, introduced cameras following increased attacks on staff. why are you touching me? why did you touch me for? i do need to speak to you both. the cigarettes that you both chucked out of the car window. and as you can see, things quickly turned violent here after a council officer fined two men for littering. i'm going to call the police. the two men were later

convicted for assault. listen, listen. it's three years since gary watson was attacked by a patient he was trying to help. the paramedic�*s physical scars have now healed, but the painful memories are with him for life. i had quite a bad rotator cuff injury, so torn ligaments down my right shoulder, i had significant bruising to one side of my face. scratch marks, gouge marks. yeah, it's just bruises pretty much up and down my body, really, from eight minutes of violence, really. stories like gary's are unfortunately on the rise. data shows more than 3,500 ambulance workers were physically assaulted last year. that's a 32% increase over five years. but it's hoped wearing body cameras could help. at a glance, you may not even notice them, nhs england is rolling out these cameras to all ten of its ambulance trusts in the hope it'll de—escalate potentially violent situations.

it's after a successful trial in london and the north east. sadly, they're needed, because our staff are being assaulted. assaults have increased dramatically over the last few years for the public on staff. so we need to have that method of recording evidence for prosecution. and also, its a good deterrent. if somebody sees the camera, they're less likely to actually be aggressive and assault our staff. some ambulance crews have expressed concerns about privacy, but they've been told they can choose whether to wear body cameras. services in wales and northern ireland say they're also considering introducing them, but the scottish ambulance service declined to comment. what would be your message to anyone watching, who has maybe lashed out at a worker like yourself in the past? when you see someone in uniform, you see the uniform, but there's actually like, obviously a person who's wearing it. every time a job comes down on the radio, you do think, you know, is it is it going to be another another one of those jobs, or is itjust going to be, you know, normal day to dayjob? you just you just never know. anna collinson, bbc news.

we're nowjoined by paramedic manager richard ilderton from the north east ambulance service, who was involved in the trials of this technology. he was involved in the trials of this technology. good morning. great to talk to you. obviously some really disturbing stories coming out of that report. how does it make you feel when doing your everydayjob, you are subjected to abuse, or perhaps at times violence? disappointed, if i'm honest with you _ disappointed, if i'm honest with you. when you wear a uniform that is very distinctive, with hamlets across — very distinctive, with hamlets across the back, it is to help people _ across the back, it is to help people. we are going to help someone. when they decide to be abusive _ someone. when they decide to be abusive or— someone. when they decide to be abusive or attack us, it is heartbreaking. fits abusive or attack us, it is heartbreaking.— abusive or attack us, it is heartbreakinu. a , ., ., heartbreaking. as this a common roblem heartbreaking. as this a common problem among _ heartbreaking. as this a common problem among your _ heartbreaking. as this a common problem among your own - heartbreaking. as this a common problem among your own staff? | heartbreaking. as this a common | problem among your own staff? it heartbreaking. as this a common i problem among your own staff? it is somethin: problem among your own staff? it is something that is certainly increasing. when i work

operationally i am subject sometimes to abuse _ operationally i am subject sometimes to abuse and attack. the cruise that i to abuse and attack. the cruise that i look _ to abuse and attack. the cruise that i look after. — to abuse and attack. the cruise that i look after, weekly wesee reports coming _ i look after, weekly wesee reports coming in — i look after, weekly wesee reports coming in of abusive behaviour, threat _ coming in of abusive behaviour, threat of— coming in of abusive behaviour, threat of assault and physical assault~ _ threat of assault and physical assault. it is increasing and it shouldn't— assault. it is increasing and it shouldn't be.— assault. it is increasing and it shouldn't be. ~ . «s ., , shouldn't be. what kind of things ha en shouldn't be. what kind of things happen most _ shouldn't be. what kind of things happen most regularly? - shouldn't be. what kind of things happen most regularly? we - shouldn't be. what kind of things happen most regularly? we are l shouldn't be. what kind of things - happen most regularly? we are seeing footage from a body camera at the moment. what do you hear from footage from a body camera at the moment. what do you hearfrom crews? so we have they are going to patients— so we have they are going to patients who are maybe drunk or agitated. — patients who are maybe drunk or agitated, they become increasingly heated. _ agitated, they become increasingly heated, the discussion. the crew are trying _ heated, the discussion. the crew are trying to— heated, the discussion. the crew are trying to get — heated, the discussion. the crew are trying to get away, they are being locked _ trying to get away, they are being locked in— trying to get away, they are being locked in places, they are being held _ locked in places, they are being held i— locked in places, they are being held. i have had crews being bitten. a lot _ held. i have had crews being bitten. a lot of— held. i have had crews being bitten. a lot of verbal abuse and anger initially~ — a lot of verbal abuse and anger initially. sometimes it does progress to violence. and our crews, not what _ progress to violence. and our crews, not what they come to work for. and in our not what they come to work for. el"ic in your experience, do cameras help to perhaps defuse a situation, or is

there a possibility they might sometimes inflame a situation? how will that play out for you? for sometimes inflame a situation? how will that play out for you?— will that play out for you? for me personally. _ will that play out for you? for me personally, when _ will that play out for you? for me personally, when i _ will that play out for you? for me personally, when i was _ will that play out for you? for me personally, when i was involved l will that play out for you? for me | personally, when i was involved in the initial— personally, when i was involved in the initial trial i had a camera on and i_ the initial trial i had a camera on and i had — the initial trial i had a camera on and i had a — the initial trial i had a camera on and i had a patient become quite aggressive towards me. i pressed the button _ aggressive towards me. i pressed the button on _ aggressive towards me. i pressed the button on the camera, let them know that i_ button on the camera, let them know that i was— button on the camera, let them know that i was recording. their behaviour changed. it is a visual deterrent~ — behaviour changed. it is a visual deterrent. it lets them know that they are — deterrent. it lets them know that they are being recorded, their behaviour— they are being recorded, their behaviour is not being tolerated, and could — behaviour is not being tolerated, and could ultimately be used against them _ and could ultimately be used against them that _ and could ultimately be used against them. that is the ideal scenario. we don't _ them. that is the ideal scenario. we don't want _ them. that is the ideal scenario. we don't want the aggression but if we have a _ don't want the aggression but if we have a method of physical deterrent to let _ have a method of physical deterrent to let people know that you are going _ to let people know that you are going to — to let people know that you are going to get into bother for doing this to _ going to get into bother for doing this to us, — going to get into bother for doing this to us, people seem to calm down _ this to us, people seem to calm down and _ this to us, people seem to calm down. and if they don't, we've got the evidence.— the evidence. whatever your set about wearing — the evidence. whatever your set about wearing them? _ the evidence. whatever your set about wearing them? -- - the evidence. whatever your set about wearing them? -- what i the evidence. whatever your set i about wearing them? -- what have about wearing them? —— what have your staff said about wearing them? the majority of staff are coming

around — the majority of staff are coming around to — the majority of staff are coming around to the idea. we have had cctv on ambulances for years now. sadly, 70% of— on ambulances for years now. sadly, 70% of assaults on staff happen away from the _ 70% of assaults on staff happen away from the ambulance. on the vehicles we have _ from the ambulance. on the vehicles we have got— from the ambulance. on the vehicles we have got a good footage. initially— we have got a good footage. initially there was concern about privacy — initially there was concern about privacy. but it is only viewed if there — privacy. but it is only viewed if there is— privacy. but it is only viewed if there is actually an incident that has occurred. and it is only a select— has occurred. and it is only a select number of people who will view that— select number of people who will view that footage. so it is not a case _ view that footage. so it is not a case of— view that footage. so it is not a case of recording all the time. private — case of recording all the time. private information being seen. now they have _ private information being seen. now they have got used to the ambulances having _ they have got used to the ambulances having it. _ they have got used to the ambulances having it, they say there is no impact — having it, they say there is no impact. they are all on board with it, impact. they are all on board with it. some _ impact. they are all on board with it, some have actively been asking for them — it, some have actively been asking for them. ., ., it, some have actively been asking for them. ., «s i. , . for them. thank you very much indeed. have _ for them. thank you very much indeed. have you _ for them. thank you very much indeed. have you had - for them. thank you very much indeed. have you had a - for them. thank you very much indeed. have you had a nice i for them. thank you very much indeed. have you had a nice 15| indeed. have you had a nice 15 minutes without _ indeed. have you had a nice 15 minutes without you? - indeed. have you had a nice 15 minutes without you? did - indeed. have you had a nice 15- minutes without you? did anybody notice he wasn't _ minutes without you? did anybody notice he wasn't here? _ minutes without you? did anybody notice he wasn't here? at - minutes without you? did anybody notice he wasn't here? at least. minutes without you? did anybody | notice he wasn't here? at least one erson. notice he wasn't here? at least one person- dan — notice he wasn't here? at least one person- dan has — notice he wasn't here? at least one person. dan has been _ notice he wasn't here? at least one person. dan has been on _ notice he wasn't here? at least one person. dan has been on the - notice he wasn't here? at least one person. dan has been on the other| person. dan has been on the other side of the — person. dan has been on the other side of the studio _ person. dan has been on the other side of the studio because - person. dan has been on the other side of the studio because we - person. dan has been on the otherj side of the studio because we have to social distance. it is

side of the studio because we have to social distance.— to social distance. it is nice to... the education _ to social distance. it is nice to... the education secretary - to social distance. it is nice to... the education secretary will - to social distance. it is nice to... the education secretary will be i to social distance. it is nice to... - the education secretary will be here to talk about some of the things the sad shadow education secretary was talking about and to discuss some of theissues talking about and to discuss some of the issues around putting extra money into education. is it enough? quite a few of the teaching unions say it is not enough. it is meant to address the catch up issues that a lot of pupils are experiencing. that is cominu lot of pupils are experiencing. that is coming op _ lot of pupils are experiencing. that is coming pp in _ lot of pupils are experiencing. that is coming pp in a — lot of pupils are experiencing. that is coming up in a couple of minutes. time now to get the news, travel and weather where you are. good morning, i'm sonja jessup. ten men have been arrested in connection with a fight in a park in northwest london in which an 18—year—old was killed. it happened in montrose park in edgware on the evening of bank holiday monday. officers say there'll be extra police patrols in the area. physiotherapists based at st pancras hospital are trialling an app which aims to help patients recovering from long covid. the idea is patients can use it

to help manage their condition, check their symptoms, and get advice. it's already being tried out in intensive—care settings — but they want to see how well it works once patients have left hospital. while sutton united have been celebrating promotion to the football league, it has meant having to rip up their pitch. several years ago they laid down plastic to prevent games being called off by the weather, but it's not permitted in the football league so they've had to replace it with grass. two granddads from bermondsey have become the latest stars of the rap world. # hello, girl, hello, darling. # what's your name and what's your number? # beg your pardon? pete and bas released their first song 3 years ago and now have millions of hits on social media and hundreds of thousands of fans around the world. they say they can't wait to get back to live performances. it's all about rhyming. rhyming. and being a cockney, our rhyming slang is a big thing. and rhythm — it's about rhythm.

the words are important, but the rhythm is what they love. i mean, i think the gigs are going to be just off the scale because they were good before. when people can get out and about and they realise what they missed, it's going to be absolutely epic. travel now. the problems on the circle line have cleared up, but the overground still has severe delays — it's a track fault and overrunning engineering works. latimer road station is closed due to staff shortages. now the weather with elizabeth rizzini. hello, good morning. yesterday was the warmest day of the year so far, and we could beat those temperatures again today. now there's plenty of blue sky and sunshine to come. it is a mild start to the morning — temperatures in double figures. we'll keep the sunshine through the morning, into the afternoon. bit of fair—weather high cloud

here and there, perhaps, and it will tend to cloud over towards the end of the day, as well — just out towards the south—west — and we could see one or two showers as we head through the evening. but not before we've seen temperatures peak in the mid—20s quite widely — maybe 26, 27 degrees celsius possible somewhere out towards western spots, maybe in central london, too. we've got a south—easterly wind and it's that that's blowing all this warm air our way. now, overnight tonight, that feature is set to move its way northward so there could be some heavy downpours, possibly even a rumble or two of thunder from those showers. they'll move their way northwards and it should be dry again by the time we get to thursday morning but it will be a cloudier start to the day on thursday. but again, it's looking dry with some sunny spells and temperatures peaking once more in the low— to the mid—20s. i'm back with in an hour. plenty more on our website. now, though, it's back to dan walker and sally nugent. bye for now. hello, this is breakfast

with dan walker and sally nugent. we will be speaking to the education secretary gavin williamson shortly, but for the moment, jane stocking about the euro is stuck at warm up matches ahead of the euros but gareth southgate has announced his a slimmed down squad. lots of questions as you can imagine at one of the questions was, will it be a failure if england don't get to the semifinals? what was he going to say? what was he going to say? he did agree. gareth southgate has said that not reaching the semifinals of this summer's euros would be a failure. it's ahead of england's warm—up match against austria tonight. southgate announced his slimmed—down squad yesterday, so we now know the 26 players included and who has missed out. seven players were culled from gareth southgate's squad, including mason greenwood, who's injured and jesse lingard — whose form wasn't quite enough to earn him a spot in the squad,

although he will start in their friendly tonight because some of the players have onlyjustjoined the camp from their clubs. relief, though, for the likes of bukayo saka of arsenal, 17—year—old jude bellingham, and liverpool's trent alexander—arnold — who's one of four right—backs in the setup. there had been reports in some newspapers that alexander—arnold would miss out, but his strong end to the season earned him a recall. and southgate seemed bemused by some of the stories about the player. again we're having to speak to trent last night to say, look, _ don't know where this is all coming from. i it's nonsense. because people thenjump on it and say i've got an. agenda or i don't like the kid. it is an incredible situation, really. | but, as i say, not bothered about itj from my own point of view, but i do always think about the players. england host austria in middlesbrough tonight. wales face france, whilst scotland's game against the netherlands has

already been hampered by covid problems for both teams. midfielderjohn fleck is self isolating after a positive test — the rest of the scotland squad came back negative. and the dutch have dropped their goalkeeperjasper cillessen, saying he won't have enough time to get 100% fit after he also contracted coronavirus. around 7,500 fans will be at lord's today as england open their cricketing summer with the first of two test matches against new zealand. new faces like wicketkeeperjames bracey are expected to be included. after all of their games were played in bio bubbles in manchester and southampton last year, joe root's side face a difficult test against the number two ranked team in the world, but this time, they will have fans to support them at the home of cricket. they will also have some sunshine, as well. play starts at 11. unbelievable, isn't it? thank you.

an extra £1.4 billion has been announced by the government to help children in england catch up on learning they've missed during the pandemic. but the plan has been described as "hugely disappointing" and a "damp squib" by teachers' unions, who say it doesn't go far enough. let's put those points now to the education secretary, gavin williamson. thank you for being with us. you mentioned that damp squib quote from the general secretary of the school leaders union, it also got the general secretary of the association of school and college leaders say you have let down the nation's children with this money. the prime minister has called education a priority. are you trying to do it on the cheap? brute priority. are you trying to do it on the cheap?— the cheap? we are certainly not. just over the _ the cheap? we are certainly not. just over the last _ the cheap? we are certainly not. just over the last 12 _ the cheap? we are certainly not. just over the last 12 months - the cheap? we are certainly not. just over the last 12 months we | the cheap? we are certainly not. - just over the last 12 months we have seen a commitment to invest £1.7 billion extra to help children. what we are announcing today is an extra £1.4 billion. there has been many parents who have known for so long

that one way to really help their children is by getting them and paying for extra tutoring and as part of a £1.7 billion we have announced over the, we have started to expand the amount of tutoring for children most disadvantaged, they have been able to access it. what we are doing is expanding that up to 6 million children, creating an extra 100 million hours of tutoring time for children because as those who have been able to afford to pay for it in the past no, it really works, that's why we are having such enormous expansion, a tutoring revolution to drive this forward, because it delivers for children. you talk about that tutoring. your own figures said there are 6 million people pupils in need of a catch—up but there only signed up for it, what about the rest? this but there only signed up for it, what about the rest?— but there only signed up for it, what about the rest? this is why we have announced _ what about the rest? this is why we have announced the _ what about the rest? this is why we have announced the extra _ what about the rest? this is why we have announced the extra money i what about the rest? this is why we i have announced the extra money today because we want to expand that and

we are up from a quarter of a million that we have been running this programme with already. but we have expanded it to so many more children because when you go into schools, and i have the benefit obviously of visiting schools regularly, talking to children who are actually doing this tutoring programme, you can hearfrom their own voices out is how to catch up. there maybe don't have as much confidence in terms of doing their maths or english, but by doing it in a small group, getting that extra help, it gives them the confidence to be able to really excel. but we don't just to be able to really excel. but we don'tjust walk back to be able to really excel. but we don't just walk back for a to be able to really excel. but we don'tjust walk back for a quarter of a million, don'tjust walk back for a quarter ofa million, orweight don'tjust walk back for a quarter of a million, or weight want it for millions of our children up and down the line. that is why we are doing this massive expansion because it will deliver, it will have an impact, it will help children,

parents and it will help the schools themselves and stop what you say it is a massive plan but we know plans costing almost ten times as much, more than £10 billion, would be considered until last week. i don't want to oversimplify things but how the process work? did want to oversimplify things but how the process work?— the process work? did you go to rishi sunak _ the process work? did you go to rishi sunak and _ the process work? did you go to rishi sunak and say _ the process work? did you go to rishi sunak and say this - the process work? did you go to rishi sunak and say this is - the process work? did you go to rishi sunak and say this is what| the process work? did you go to i rishi sunak and say this is what we want but he said he can't have the money? want but he said he can't have the mone ? ., , , ., money? not 'ust in terms of tutoring. — money? not 'ust in terms of tutoring. we — money? notjust in terms of tutoring, we are _ money? notjust in terms of tutoring, we are also - money? notjust in terms of. tutoring, we are also expanding teacher quality. the question... sor , teacher quality. the question... sorry. the _ teacher quality. the question... sorry, the question _ teacher quality. the question... sorry, the question was - teacher quality. the question... sorry, the question was about l teacher quality. the question... l sorry, the question was about the plan of last week. your own education recovery commission said kevin collins said this would take billions of pounds. he wanted ten times more than what is being given by the government to try to aid a catch—up in education. why is it so much smaller recommended? brute catch-up in education. why is it so much smaller recommended? we are lookint at much smaller recommended? we are looking at the — much smaller recommended? we are looking at the interventions _ much smaller recommended? we are looking at the interventions we - much smaller recommended? we are looking at the interventions we can i looking at the interventions we can deliver today, to make sure we are able to get the money on the table out to schools in order to support them, to be able to help our children while they are in school straightaway. we are doing some more work on this and looking in detail as to how we can look at the time

element, as to how we can help children. i think there is a very legitimate question we have to ask as tape, sometimes we see in some schools, children are leaving the schools, children are leaving the school gates at 2:45pm. is that too early? is notjust about academic attainment, it is also enrichment. why are they getting enough support in the whole school day, notjust in terms of learning english and maths but much more broadly, as well? that is why we are doing extra work on that as we look towards the comprehensive spending review. quite simply i don't think the prime ministerfor the simply i don't think the prime minister for the chancellor did, and i don't want to be a situation where we are waiting for comprehensive spending review to get money out of the door and able to have a positive impact in terms of children's lives and that is why we have done this quite unprecedented intervention outside of a spinney period where we

are actually getting an extra £1.4 million out in order to drive this tutoring programme and teach a quality programme forward. there is a bit of a rattle _ quality programme forward. there is a bit of a rattle on _ quality programme forward. there is a bit of a rattle on your _ a bit of a rattle on your microphone, the us, you do not need to adjust your tv set. we can still hear you. the education recovery commissioner, the catch—up tsar as he has become, you talk unprecedented amount of money but this man has been putting a role to tell you how much it will cost you sort out the education system. have you not undermined him by not getting anywhere near the amount of money he said was needed to do this catch—up process? lurethat money he said was needed to do this catch-op process?— money he said was needed to do this catch-up process? what we are doing is we are delivering _ catch-up process? what we are doing is we are delivering on _ catch-up process? what we are doing is we are delivering on additional- is we are delivering on additional money... but is we are delivering on additional mone �* , ., ~ money... but the question, mr williamson. — money... but the question, mr williamson, you _ money... but the question, mr williamson, you undermined . money... but the question, mr. williamson, you undermined him money... but the question, mr- williamson, you undermined him by not listening to his recommendations? ., , , recommendations? now, because we work incredibly _ recommendations? now, because we work incredibly closely _ recommendations? now, because we work incredibly closely with _ recommendations? now, because we work incredibly closely with him, - work incredibly closely with him, making sure that the interventions that he suggested tutoring, as well

as teacher quality these were implemented immediately. but what we are also doing is a process under review as to how fast we look forward to the competitive spending review, as to how best, and where is the best evidence in order to deliver time element, as well. these are the areas we are currently looking at and it is the right approach today. we need to be asking questions as to the structure of a school day how it is best delivered and that is what we are doing but we don't want to wait and pause for a comprehensive spending review. we want to be able to get on with things today, expand the tutoring programme, we want the 6 million children to be able to benefit from it and we want to be able to see results of driving up teacher quality immediately. these are things that impact on parents and family life, which is why it is

vital that we don't pause and wait, we get on with it. in vital that we don't pause and wait, we get on with it.— we get on with it. in terms of im act we get on with it. in terms of impact on — we get on with it. in terms of impact on family _ we get on with it. in terms of impact on family life - we get on with it. in terms of impact on family life pupils . we get on with it. in terms of l impact on family life pupils and teachers, the issue of extending the school day, there was meant to be a two—hour pilot scheme which seems to have blended into a review. you are the education secretary, what is your view on that link at the school day? i your view on that link at the school da ? ., , your view on that link at the school da ? ,, , ., ., , day? i think there is a real benefit and ou day? i think there is a real benefit and you see _ day? i think there is a real benefit and you see the _ day? i think there is a real benefit and you see the highest _ day? i think there is a real benefit. and you see the highest performing schools across the ability to offer enrichment activities and a slightly longer day for children and it doesn't seem to deliver considerable benefit, so it is right and proper that we look at how best to do it. are you pushing for a longer school day? i are you pushing for a longer school da ? ., , are you pushing for a longer school da ? ,, , ., , day? i think there is real benefit to look at how _ day? i think there is real benefit to look at how we _ day? i think there is real benefit to look at how we can _ day? i think there is real benefit to look at how we can expand i day? i think there is real benefit. to look at how we can expand the school day. to look at how we can expand the school day-— to look at how we can expand the school da . , ~ ~ ., school day. sorry, mr williamson... i reall school day. sorry, mr williamson... i really sorry — school day. sorry, mr williamson... i really sorry to _ school day. sorry, mr williamson... i really sorry to push... _ school day. sorry, mr williamson... i really sorry to push... i'm - school day. sorry, mr williamson... i really sorry to push... i'm trying i i really sorry to push... i'm trying not to interrupt you but i'm asking

you a direct question. you are in charge of education and i think there are millions of parents will be watching this morning, thinking what is the education secretary thinking about the huge issue of making the school day longer. so are you, as education secretary, in favour of a longer school day? has i favour of a longer school day? as i said, favour of a longer school day? as i said. there — favour of a longer school day? as i said, there are _ favour of a longer school day? el; i said, there are many skills that deliver a longer school day and children see the benefits or think about is a real strong case for doing it that is where i have been and will continue to remain enthusiastic and looking at all the different ways of how we expand the way children are able to be a skill notjust in terms of academic but also in terms of enrichment, as well. that for me is important. i see the benefits directly and think it is really important that we do the work to make the case to see how we can do that. and there are already schools right across the country who deliver an expanded school day, but up until this point we have not actually pushed as hard

as maybe we should have done. if you look at our school days and i accept that for my case this is going back many, many years, but it is areas such as the school lunch. in my day it used to be one hour and you are able to do sports and other activities in that time. often in many schools that have been condensed down to half an hour and i'm not sure if that always delivers the best for pupils. it is really important that we do a full review on this, we look at different options as to how feasible it is to deliver and that's what we're doing. that sounded like quite a long "yes", you are in favour of a longer school day seven i have always been enthusiastic about how we can expand it, so very much so. we almost got i get to a direct question. on another related issue, one of the other things sir kevin collins was saying is that teachers should not be asked to do more for

no more. what about the issue of teacher pay? ltrufe no more. what about the issue of teacher pay?— teacher pay? we saw in the last financial year _ teacher pay? we saw in the last financial year to _ teacher pay? we saw in the last financial year to getting - teacher pay? we saw in the last financial year to getting the - teacher pay? we saw in the last financial year to getting the pay| financial year to getting the pay rise of any public sector workers. . this coming financial year, as you will be aware, there is a public sector pay freeze on all public sector pay freeze on all public sector workers but that, we obviously have to adhere to that as we deal with big financial challenges but we'll obviously look at how we that forward. but as part of what we are doing it out of the tutoring elements, we are giving schools the ability to be able to pay teachers to do the additional tutoring over and above their usual responsibilities and making skills have that extra flexibility to begin step or pay existing staff extra extra work quite very much connected

to all of this and the money in education, the prospect of what will happen on the 21st ofjune and lockdown restrictions. as we are saying casino, the acreage of being hospitalised those people who are catching covid—19 is coming down quite a bit —— look at the age range. do you think that will have a bigger impact on education and we saw in the first lockdowns and the waves, the age range of people being affected? ratherthan waves, the age range of people being affected? rather than impacting on the nhs it will have a much bigger impact on education? lurethat the nhs it will have a much bigger impact on education?— the nhs it will have a much bigger impact on education? what we see is, with more people _ impact on education? what we see is, with more people being _ impact on education? what we see is, with more people being vaccinated, i with more people being vaccinated, as always is the right thing to do, encourage people to get their first vaccine and second vaccine as soon as they are able to do so. by doing this we are reducing transmission to wider society and we are squeezing

covid out and that is important. what is vital is that we continue to adhere to the restrictions that are currently in place and we have seen schools open fully since the 8th of march and actually, schools, by taking the measure may have, whether it is the other systems of this control, we have kept transmission at low and kept schools to be a safe place. i would certainly be hoping that does not change as we move forward. mr that does not change as we move forward. ~ ~ ., ., ,, .., forward. mr williamson, appreciate our time forward. mr williamson, appreciate your time this _ forward. mr williamson, appreciate your time this morning. _ forward. mr williamson, appreciate your time this morning. it - forward. mr williamson, appreciate your time this morning. it was - forward. mr williamson, appreciate your time this morning. it was a i forward. mr williamson, appreciate your time this morning. it was a bit windy, wasn't it? it your time this morning. it was a bit windy, wasn't it?— windy, wasn't it? it was, what was ttoin windy, wasn't it? it was, what was going on? — windy, wasn't it? it was, what was going on? don't— windy, wasn't it? it was, what was going on? don't entirely _ windy, wasn't it? it was, what was going on? don't entirely know- windy, wasn't it? it was, what was going on? don't entirely know it i windy, wasn't it? it was, what was going on? don't entirely know it isj going on? don't entirely know it is windy inside- _ going on? don't entirely know it is windy inside. hopefully _ going on? don't entirely know it is windy inside. hopefully you - going on? don't entirely know it is windy inside. hopefully you will. windy inside. hopefully you will able to hear what he was saying. i think you got a yes. the long, complicated and nuanced. it think you got a yes. the long, complicated and nuanced. it has been wind for complicated and nuanced. it has been windy for carol _ complicated and nuanced. it has been windy for carol outside _ complicated and nuanced. it has been windy for carol outside what - complicated and nuanced. it has been windy for carol outside what the - windy for carol outside what the weather looks gorgeous. goad weather looks gorgeous. good mornint , weather looks gorgeous. good morning. you _ weather looks gorgeous. good morning, you are _ weather looks gorgeous. good

morning, you are right. - lam i am worried about doing a marilyn monroe _ i am worried about doing a marilyn monroe. good morning to you, i am on the roof— monroe. good morning to you, i am on the roof of— monroe. good morning to you, i am on the roof of broadcasting house in london. — the roof of broadcasting house in london, the sun is beating down. it is beautiful. — london, the sun is beating down. it is beautiful, the temperatures are going _ is beautiful, the temperatures are going up — is beautiful, the temperatures are going up. many will be the story with a _ going up. many will be the story with a few— going up. many will be the story with a few exceptions. yesterday was the warmest day of the year so far, 26.1 the warmest day of the year so far, 261 was _ the warmest day of the year so far, 26.1 was reached in cardiff. today we can _ 26.1 was reached in cardiff. today we can see — 26.1 was reached in cardiff. today we can see 27, possibly a bit more somewhere — we can see 27, possibly a bit more somewhere in the south—east of england — somewhere in the south—east of england. the forecast is warm and dry with— england. the forecast is warm and dry with some thundery showers. these _ dry with some thundery showers. these thundery showers coming up from the _ these thundery showers coming up from the south—west. we have already had some _ from the south—west. we have already had some showers in south—west england — had some showers in south—west england and the channel islands and they will— england and the channel islands and they will continue to advance northwards and eastward through the day, courtesy of an area of low pressure — day, courtesy of an area of low pressure which is moving north—eastwards and bringing in someone — north—eastwards and bringing in someone it out with it. there is a noticeable — someone it out with it. there is a noticeable breeze today wherever you are outside _ noticeable breeze today wherever you are outside and that will continue through— are outside and that will continue through day. at the moment, low cloud _ through day. at the moment, low cloud across eastern parts it's scotland. _ cloud across eastern parts it's scotland, the north—east of england.

it scotland, the north—east of england. it might— scotland, the north—east of england. it might break up a bit but more coming — it might break up a bit but more coming in— it might break up a bit but more coming in from the north sea through the coast _ coming in from the north sea through the coast doing of the day gets into the coast doing of the day gets into the rest _ the coast doing of the day gets into the rest of— the coast doing of the day gets into the rest of wales, the midlands, potentially the south—east of england. clouding over in northern ireland _ england. clouding over in northern ireland in— england. clouding over in northern ireland. in between come in the centre. — ireland. in between come in the centre, temperatures will get up to the low— centre, temperatures will get up to the low to— centre, temperatures will get up to the low to mid 20s, locally in the south-east— the low to mid 20s, locally in the south—east around 27, possibly a bit more. _ south—east around 27, possibly a bit more. as— south—east around 27, possibly a bit more. as we — south—east around 27, possibly a bit more. as we had on through the overnight— more. as we had on through the overnight period, and we will review the graphics when we can come over our weather— the graphics when we can come over our weather front will continue moving — our weather front will continue moving out of wales and the midlands, into northern england, also out — midlands, into northern england, also out of— midlands, into northern england, also out of northern ireland at scotland — also out of northern ireland at scotland but it will weaken as it does _ scotland but it will weaken as it does so — scotland but it will weaken as it does so and you will find the intensity— does so and you will find the intensity of the showers will not be as much— intensity of the showers will not be as much and we will lose the thundery— as much and we will lose the thundery element. quite a cloudy night. _ thundery element. quite a cloudy night. so — thundery element. quite a cloudy night, so not a cold night from many, — night, so not a cold night from many. we _ night, so not a cold night from many, we are looking at double figures — many, we are looking at double figures as— many, we are looking at double figures as overnight lows. we don't have the _ figures as overnight lows. we don't have the graphics but if i briefly tell you — have the graphics but if i briefly tell you what is happening for tomorrow, we start up with a cloudy note. _ tomorrow, we start up with a cloudy note. the _ tomorrow, we start up with a cloudy note, the crowd breaking up, sunny

spells _ note, the crowd breaking up, sunny spells developing, a weatherfield crossing — spells developing, a weatherfield crossing scotland with showery rain which _ crossing scotland with showery rain which will _ crossing scotland with showery rain which will tend to break up, shower spade. _ which will tend to break up, shower spade. and — which will tend to break up, shower spade, and potentially the odd shower— spade, and potentially the odd shower across the south of england but that _ shower across the south of england but that will be it. temperatures down _ but that will be it. temperatures down a _ but that will be it. temperatures down a touch but widely in the 90s and early— down a touch but widely in the 90s and early 20s and we could hit 24 or 25 degrees. — and early 20s and we could hit 24 or 25 degrees. friday is a dryer after early— 25 degrees. friday is a dryer after early showers but the chance of a shower— early showers but the chance of a shower in — early showers but the chance of a shower in the south. apologies for the lack— shower in the south. apologies for the lack of— shower in the south. apologies for the lack of graphics but hopefully you got— the lack of graphics but hopefully you got the gist from that. all we need is you! _ you got the gist from that. all we need is you! say _ you got the gist from that. all we need is you! say a _ you got the gist from that. all we need is you! say a market - you got the gist from that. all we need is you! say a market that i you got the gist from that. all we need is you! say a market that is | you got the gist from that. all we. need is you! say a market that is a bryan adams, so come into it? well. bryan adams, so come into it? well, all! bryan adams, so come into it? well, all i want bryan adams, so come into it? well, all i want is — bryan adams, so come into it? well, all i want is you. _ bryan adams, so come into it? well, all i want is you. she _ bryan adams, so come into it? well, all i want is you. she has _ bryan adams, so come into it? well, all i want is you. she has the - all i want is you. she has the entire back _ all i want is you. she has the entire back catalogue - all i want is you. she has the - entire back catalogue memorised. well done for avoiding a touch of the marilyn monroes. weldon, carol. you might know our next guest as craig tinker from coronation street — but away from the cobbles, actor colson smith has been speaking very candidly about his weight loss.

he's made a new documentary and called it bored of being the fat kid — reflecting his feelings about his self—image, the abuse he received online, and the reasons why he made changes to his life to improve his health. let's take a look. me not being fat is me not looking like the way i look like... that's me trying to change everything about my life, to kind of start again and to find something that makes me feel good about myself. i've never liked the way i look. i've never been happy, i've never been content in it. and that's always been quite a challenge. to get me right whilst keeping everything going well...always seemed impossible. my character, craig tinker from coronation street, is to undergo a transformation that's going to change his life. craig has decided that he's bored of being the fat kid. but for that to happen, i have to do it, too. so i want to do is, whilst you're watching craig lose weight on telly, i want to show you how colson has

done it in the real world. and to tell us more, colson smith joins us now. good morning. good morning. i watched the _ good morning. good morning. i watched the film _ good morning. good morning. i watched the film last _ good morning. good morning. i watched the film last night, - good morning. good morning. i watched the film last night, i i good morning. good morning. i - watched the film last night, i found it really moving, actually. the process, the work you have been doing is so impressive. tell me what started it, was it directly from the years and years of online abuse, why was itjust years and years of online abuse, why was it just from years and years of online abuse, why was itjust from within yourself? i was it just from within yourself? i think... i always knew as a kit that i was big. i knew it made me stand out and make me different. what started it was i had a conversation with work about whether it would work for craig story and we said it was so i kind of said it was something i wanted to do and i would do so i set off doing it with purely work in mind and then went the

lockdown hit it kind of was the first time since the age of 11 that i had no responsibilities, i have been able to stop and think about what was important for myself and i realised it was me. i made the decision to do this for me and i am really glad that i did, really, because the more i did, the more i felt the benefits and the more i realised that the person i am doing this for me. realised that the person i am doing this for me— this for me. colson, you changed everything- _ this for me. colson, you changed everything- the _ this for me. colson, you changed everything. the diet _ this for me. colson, you changed everything. the diet changed - everything. the diet changed immeasurably. you really discovered a love of running over the time stocking up yeah. for me, i think running is the big thing. that is the thing i running is the big thing. that is the thin ., ., ,, running is the big thing. that is the thin . «s running is the big thing. that is the thin . ,, ., running is the big thing. that is the thin ., ., running is the big thing. that is the thin . ,, ., ., i: the thing i will look back at a 50 ears and the thing i will look back at a 50 years and say. _ the thing i will look back at a 50 years and say. if— the thing i will look back at a 50 years and say, if i _ the thing i will look back at a 50 years and say, if i didn't - the thing i will look back at a 50 years and say, if i didn't get - the thing i will look back at a 50 years and say, if i didn't get the j years and say, if i didn't get the love for really, why would i be? the days when eating the right fit was hardcore training was hard or i felt a lack of discipline, the running was the glue that made it stick together. the running helped me

change and realise what my priorities were and actually enjoy the entire process quite. the entire process there priorities were and actually en'oy the entire proces— priorities were and actually en'oy the entire process there is a moment in the documentary _ the entire process there is a moment in the documentary when _ the entire process there is a moment in the documentary when you - the entire process there is a moment in the documentary when you talk- in the documentary when you talk about how important running has been in changing your life. let's listen. music: praise you by fatboy slim. now i have completely changed my life, but i am fully aware that i'm at a new start. i think the thing about running that i've now found is... if i'm happy, i run. if i'm sad, i run. if i'm anxious, i run. when going to the gym, when eating healthy, clean food was getting hard, running made it easy. you just lose yourself. i like to run in the morning. i have my to—do list in my head and i kind of tick things off as i run, i make decisions, go through things, and itjust completely clears

all of my mind and all of my senses. we were just watching their images of you running through glorious countryside. i want to ask you, as a failed runner, how, and i'm sure there are others like, how do you go from that point when you make yourself go out for a run, force yourself go out for a run, force yourself to run a mile or two, to doing that? what got you to that place? i doing that? what got you to that lace? .. . ., doing that? what got you to that lace? ~ , ., , . place? i think... there is no such thin as place? i think... there is no such thing as a — place? i think... there is no such thing as a bad — place? i think... there is no such thing as a bad run. _ place? i think. .. there is no such thing as a bad run. whether- place? i think... there is no such thing as a bad run. whether it. place? i think... there is no such thing as a bad run. whether it be i thing as a bad run. whether it be your first thing as a bad run. whether it be yourfirst run and thing as a bad run. whether it be your first run and you hate every minute of it, at the end you still have that smug feeling that you have done something, even if it was so tough. for me, it took me probably four weeks to realise that running wasn't about losing weight and run it was actually about doing something for myself, giving yourself that time out of the day to

stop, to talk to yourself, to have a conversation, to almost check in with yourself, and the more i swung that way and it became about running, the more i fell in love with it and got involved with it and now it is just a hobby and a part of my everyday routine that i don't think i will ever stop, touch wood, i hope i won't. i think it is all down to the fact that it was a thing in my day that was purely for me. one thing through watching the documentary if it has made a huge impact on your mental health, as well. you speak in documentary about when you start losing weight that you start to feel very different, as well. ., .. . you start to feel very different, as well. . ,, , , ., well. yeah. i think it is 'ust one of those things. h well. yeah. i think it is 'ust one of those things. to _ well. yeah. i think it isjust one of those things. to lose - well. yeah. i think it isjust one of those things. to lose weight| well. yeah. i think it isjust one - of those things. to lose weight you have to have a lifestyle change, you have to have a lifestyle change, you have to have a lifestyle change, you have to have a more healthy, more active, better lifestyle for you, which has a complete knock—on effect. i don't think i realised

because when i was a fat kid, i didn't realise what i was doing to myself or the way i was feeling like i felt and now i kind myself or the way i was feeling like ifelt and now i kind of myself or the way i was feeling like i felt and now i kind of feel like there are more hours in the day, i kind of feel more energised in everything i do. feeling improvement in my work, my social life. everything just kind of feels better because i am putting myself first and giving myself the opportunity to be the best i can be. it is interesting, _ be the best i can be. it is interesting, you - be the best i can be. it is interesting, you are - be the best i can be. it is interesting, you are not. be the best i can be. it is interesting, you are not here saying, look at me, follow my dvd, do the same as me, because you never intended this to be a film at the start. what changed that process for you? start. what changed that process for ou? ., ., ., ., ., you? know, i have avoided the whole situation and — you? know, i have avoided the whole situation and i _ you? know, i have avoided the whole situation and i talk _ you? know, i have avoided the whole situation and i talk in _ you? know, i have avoided the whole situation and i talk in a _ situation and i talk in a documentary about finding it difficult because weight loss is one thing people can see, so they comment on. ifound thing people can see, so they comment on. i found that tough because people were rewarding me for not looking the way i looked, and that was tough for me. and when i made the film i had completely no

intention whatsoever of sharing it. i said to tim, the director, i want to make a film just for me to watch to make a film just for me to watch to hope that i can get rid of this feeling of being fat kid, and the first time i watched it i turned around and said to ted, look, i'm happy for this to go out. i am amazed at how honest and open i can be because i have never seen me do that before, i've only ever seen me as a showman and if it can help one person in the position that colson was income it is worth letting the world seat beside myself that i have not wanted it to see. lentil]! world seat beside myself that i have not wanted it to see.— not wanted it to see. will this have an effect on _ not wanted it to see. will this have an effect on your — not wanted it to see. will this have an effect on your career? - not wanted it to see. will this have an effect on your career? do - not wanted it to see. will this have an effect on your career? do you i an effect on your career? do you think your career might take a different path because you look different path because you look different now?— different path because you look different now? who knows? like, completely--- _ different now? who knows? like, completely... terms _ different now? who knows? like, completely... terms career, - different now? who knows? like, completely... terms career, i - different now? who knows? like, completely... terms career, i say different now? who knows? like, i completely... terms career, i say in the film, acting wasn't something i fell into but i love it. it has been myjob fell into but i love it. it has been my job for the fell into but i love it. it has been myjob for the last fell into but i love it. it has been my job for the last ten fell into but i love it. it has been myjob for the last ten years and does the way i look back to the role and performance? i don't know. we

will find out but the one thing i think i echo in the documentary is the way i feel it now has really got me excited for whatever is to come, for the opportunities, whatever might come out of this and whatever might come out of this and whatever might come out of this and whatever might come for me in the future. i feel i am in a much better place to take on the world thanks to the fact that i now have this tool of running and i have done what i've don't. have you done your rent already today or do you have one planned? i haven't, i'm doing this and then i am off to work and it will be an evening jog to date.— am off to work and it will be an evening jog to date. evening “09 to date. lovely to talk to ou. evening jog to date. lovely to talk to you- really _ evening jog to date. lovely to talk to you. really fascinating - evening jog to date. lovely to talk to you. really fascinating film - evening jog to date. lovely to talk to you. really fascinating film to l to you. really fascinating film to watch. and colson smith's documentary, bored of being the fat kid, is available to watch on colson's youtube channel. search it out stop you really recommend it, great watch. stay with us, headlines coming up.

good morning, welcome to breakfast with dan walker and sally nugent. our headlines today... the education secretary tells breakfast he's in favour of expanding the school day as he announces more than £1 billion for catch—up tuition for pupils in england. there is a real strong case for doing — there is a real strong case for doing it. — there is a real strong case for doing it. and that's why i have been and will— doing it. and that's why i have been and will continue to remain enthusiastic, looking at all the different— enthusiastic, looking at all the different ways of how we expand the way children are able to be in school. —

bodycams for ambulance staff in england, after attacks by the public rise by almost a third in five years. good morning. more parcels mean more packers are needed. there are takeaway is needed —— where there are waiting to be taken. i look at how this unique combination of lockdown lifting but still living under restrictions is creating opportunities. re—paw—ting for duty — we meet the police dogs being issued with warrant cards and body armour to help in their fight against crime. good morning. i'm on the roof of bbc broadcasting house in london. the sun is beating down for many of us today. it is going to be a sunny day, a breezy one though. thundery showers from the south—west moving slowly north—east. more low cloud, mist and murkiness along the north sea coastline. good morning. it's wednesday, june the 2nd.

the education secretary has told breakfast he's in favour of expanding the school day as he announces a £1.4 billion catch—up programme for pupils in england. gavin williamson said there was a strong case, but teaching unions have described the offer as "hugely disappointing". let's speak now to our chief political correspondent, adam fleming, whojoins us from westminster. good morning. we got there eventually with the education secretary. it took a few minutes and a few questions but he did give us that answer about that longer school day, which a lot of people are talking about?— day, which a lot of people are talking about? day, which a lot of people are talkint about? , ., ,., , talking about? yes, the reason this is comint talking about? yes, the reason this is coming op _ talking about? yes, the reason this is coming up as _ talking about? yes, the reason this is coming up as an _ talking about? yes, the reason this is coming up as an issue _ talking about? yes, the reason this is coming up as an issue is - talking about? yes, the reason this is coming up as an issue is because today— is coming up as an issue is because today the _ is coming up as an issue is because today the government has announced the next _ today the government has announced the next stage of its catch—up plan to help _ the next stage of its catch—up plan to help pupils in england make up the learning at lost on those lap an early— the learning at lost on those lap an early version of the plan seems to have _ early version of the plan seems to have included a pilot scheme where hundreds— have included a pilot scheme where hundreds of schools would have had a longer _ hundreds of schools would have had a longer school day. that has not been included _ longer school day. that has not been included in _ longer school day. that has not been included in the final version of the plan. _ included in the final version of the plan. and — included in the final version of the plan. and now instead there will be a review _ plan. and now instead there will be a review over the next few months,

looking _ a review over the next few months, looking at _ a review over the next few months, looking at how the school day works and what _ looking at how the school day works and what the options might be. but it is pretty— and what the options might be. but it is pretty clear from your conversation with gavin williamson, the education secretary, which side of the _ the education secretary, which side of the argument about the longer school— of the argument about the longer school day he is on. many— school day he is on. many schools actually deliver a longer school day and children see the benefit. there is a real strong case for doing it and that's why i have been and will continue to remain enthusiastic, looking at all the different ways of how we expand the different ways of how we expand the way children are able to be in school, notjust in terms of the academic, but also in terms of the enrichment as well. find academic, but also in terms of the enrichment as well.— academic, but also in terms of the enrichment as well. and the teaching unions are divided _ enrichment as well. and the teaching unions are divided about _ enrichment as well. and the teaching unions are divided about this, - enrichment as well. and the teaching unions are divided about this, with i unions are divided about this, with some _ unions are divided about this, with some of— unions are divided about this, with some of them thinking it would be an excellent _ some of them thinking it would be an excellent opportunity to provide some _ excellent opportunity to provide some extra curricular activities like and — some extra curricular activities like and drama and stuff like that, with other— like and drama and stuff like that, with other teaching unions are saying — with other teaching unions are saying no. _ with other teaching unions are saying no, it means children are spending — saying no, it means children are spending too much time away from their parents and it is additional stress. — their parents and it is additional stress. that will have to be chewed

through _ stress. that will have to be chewed through in — stress. that will have to be chewed through in that review and we will see where — through in that review and we will see where the government ends up in a couple _ see where the government ends up in a couple of— see where the government ends up in a couple of weeks —— for months. where _ a couple of weeks —— for months. where the — a couple of weeks —— for months. where the teaching unions are united today— where the teaching unions are united today is— where the teaching unions are united today is that this new money for one today is that this new money for one to one _ today is that this new money for one to one group —— where a group tutoring — to one group —— where a group tutoring is— to one group —— where a group tutoring isjust not enough. the government is and is £1.4 billion today, _ government is and is £1.4 billion today, which is a lot in the public finances. — today, which is a lot in the public finances, but it is about a tenth of the number— finances, but it is about a tenth of the number that was being discussed 'ust the number that was being discussed just a _ the number that was being discussed just a couple of days ago. and labour— just a couple of days ago. and labour are _ just a couple of days ago. and labour are also making that same point. _ labour are also making that same point. that— labour are also making that same point, that they think this is not a bil point, that they think this is not a big enough— point, that they think this is not a big enough sum of money to catch up with a _ big enough sum of money to catch up with a lot _ big enough sum of money to catch up with a lot of— big enough sum of money to catch up with a lot of loss learning. here is kate _ with a lot of loss learning. here is kate green. — with a lot of loss learning. here is kate green, the shadow education secretary. — secretary. one of the most effective ways secretary. — one of the most effective ways for children _ one of the most effective ways for children to — one of the most effective ways for children to catch _ one of the most effective ways for children to catch up _ one of the most effective ways for children to catch up on _ one of the most effective ways for children to catch up on learning i children to catch up on learning they— children to catch up on learning they have — children to catch up on learning they have lost _ children to catch up on learning they have lost is _ children to catch up on learning they have lost is through - children to catch up on learning they have lost is through small| they have lost is through small group — they have lost is through small group tutoring. _ they have lost is through small group tutoring, or— they have lost is through small group tutoring, or one—to—one| group tutoring, or one—to—one tutoring. — group tutoring, or one—to—one tutoring. the _ group tutoring, or one—to—one tutoring. the government- group tutoring, or one—to—one tutoring. the government has| group tutoring, or one—to—one - tutoring. the government has made some _ tutoring. the government has made some money— tutoring. the government has made some money available _ tutoring. the government has made some money available for— tutoring. the government has made some money available for that, - tutoring. the government has made some money available for that, it i some money available for that, it has announced _ some money available for that, it has announced a _ some money available for that, it has announced a bit _ some money available for that, it has announced a bit more - some money available for that, it has announced a bit more today. | some money available for that, it. has announced a bit more today. but it is still— has announced a bit more today. but it is still only — has announced a bit more today. but it is still only reaching _ has announced a bit more today. but it is still only reaching just _ has announced a bit more today. but it is still only reaching just over- it is still only reaching just over 1% it is still only reaching just over i% of— it is still only reaching just over 1% of children. _ it is still only reaching just over 1% of children. we _ it is still only reaching just over 1% of children. we have - it is still only reaching just over 1% of children. we have said i it is still only reaching just over. 1% of children. we have said that should _ 1% of children. we have said that should be — 1% of children. we have said that should be part _ 1% of children. we have said that should be part of— 1% of children. we have said that should be part of the _ 1% of children. we have said that should be part of the package. i 1% of children. we have said that. should be part of the package. the

national should be part of the package. national tutoring should be part of the package. the national tutoring programme should be part of the package. national tutoring programme has actually been quite controversial. schools get vouchers to spend on private _ schools get vouchers to spend on private tutoring providers, private companies. what is being done today in a less— companies. what is being done today in a less noticed a bit of the tweaks— in a less noticed a bit of the tweaks these schools can spend money on teaching _ tweaks these schools can spend money on teaching assistants and tutors in their local— on teaching assistants and tutors in their local area, on teaching assistants and tutors in their localarea, so on teaching assistants and tutors in their local area, so making that programme a little less controversial.— programme a little less controversial. " . ., ,, a 19—year—old man from singapore has pleaded guilty to sending online death threats to the brighton footballer neal maupay. derek ng de ren was arrested after the instagram posts were traced back to singapore by the premier league. he has been convicted of four counts of harassment. six people have been arrested on suspicion of murder, following the death of a 14—year—old boy in birmingham on monday. the suspects include four men in their thirties, as well as two males aged 13 and 14. a post—mortem examination revealed the victim, who has not yet been formally identified, died from a stab wound to the chest. ambulance staff are to be fitted with body cameras in a bid

to prevent thousands of attacks on frontline staff each year. data from the nhs in england showed a 32—per cent rise in assaults compared with five years ago. the technology has been trialled by crews in london and the north east. joe biden has become the first sitting us president to commemorate the 1921 tulsa massacre, which was one of the worst incidents of racial violence in us history. the attack by a white crowd on a black community in oklahoma left at least 300 people dead. mr biden called on all americans to reflect on what he described as the 'deep roots of racial terror�* in the country's history. for much too long, the history of what took place here was told in silence, cloaked in darkness. butjust because history is silent, it doesn't mean that it did not take place. and while darkness can hide much, it erases nothing. it erases nothing. some injustices are so heinous,

so horrific, so grievous, they can't be buried. we are going to show you know an example of perhaps what not to do after a couple of drinks to many on after a couple of drinks to many on a night out. a drunken teenager in america who broke into a house and passed out, woke up to find out he'd made a big mistake. this is him on the bottom step, the naughty step. the house was being rented by three police officers, who found the 19—year—old asleep in one of the beds. they explained what happened in a tiktok video. this silly found the one airbnb in all of downtown milwaukee, wisconsin, loaded with cops. he woke up in handcuffs. we called the milwaukee police department. they came and took him wherever they took him, and we're on our way to training. lovely jau nty lovely jaunty arrest music. very lovely 'aunty arrest music. very 'oll .

lovely jaunty arrest music. very jolly. spectacular _ lovely jaunty arrest music. very jolly. spectacular backfire - lovely jaunty arrest music. very jolly. spectacular backfire for i lovely jaunty arrest music. very i jolly. spectacular backfire for that ount jolly. spectacular backfire for that young man- _ jolly. spectacular backfire for that young man- i— jolly. spectacular backfire for that young man. i wonder— jolly. spectacular backfire for that young man. i wonder what - jolly. spectacular backfire for that young man. i wonder what his - jolly. spectacular backfire for that l young man. i wonder what his mum jolly. spectacular backfire for that - young man. i wonder what his mum and dad are said _ young man. i wonder what his mum and dad are said to — young man. i wonder what his mum and dad are said to him _ young man. i wonder what his mum and dad are said to him when _ young man. i wonder what his mum and dad are said to him when he _ young man. i wonder what his mum and dad are said to him when he went - dad are said to him when he went home? not good. someone who is always well behaved, are michael o'carroll. good morning. o'carroll. good mornint. .., ., o'carroll. good mornint. ., ., o'carroll. goodmornint. ., ., ., good morning. good morning. i am on the roof of broadcasting _ good morning. good morning. i am on the roof of broadcasting house - good morning. good morning. i am on the roof of broadcasting house in - the roof of broadcasting house in london. it is lovely and warm. it is breezy. that is the forecast for many parts of the uk today. we are looking at a lot of dry and sunny weather but there are some thunderstorms in the forecast. mainly across the south—west but through the course of today they are going to be drifting northwards and eastwards and some of them will be heavy. yesterday we hit 26.1 in cardiff, the warmest day of the year so far. today we could see something higher. we are starting with low cloud, most and murkiness in scotland and the north—east of bingen. that could break for a time. more coming in through the day. thunderstorms in the south—west and the channel islands drift

northwards, getting to wales and into the midlands. the tail end of them could eclipse the north—east. it will cloud over in northern ireland through the day. in between, a lot of sunshine. in the south—east we could hit 27. overnight what you will find is a weather front in the south pushes northwards, going through northern ireland, northern england, getting into southern scotland and losing its intensity. it is going to be quite a cloudy night, but not a cold one. most places are staying in double figures. as we head through tomorrow the weather front continues as cross scotland, weakening all the time. after a cloudy start, the cloud will break up and we will see some sunshine developing through the day. temperatures are not as high tomorrow as they are going to be today. except in the south—east where we go to see into the mid 20s. closer to where we would expect them to be at this time of the year, or a little bit thank you. it looks glorious out there today. thank you. it looks glorious out

there today-— thank you. it looks glorious out there toda . , . , ., there today. very nice, windy and arts. there today. very nice, windy and parts- lovely _ there today. very nice, windy and parts. lovely temperature - there today. very nice, windy and parts. lovely temperature again i parts. lovely temperature again today. approaching ten past eight. we have been speaking a lot about education today. a £1.4 billion plan to help children in england catch up on learning they've missed during the pandemic is being unveiled by the government today. but does it go far enough? let's get the verdict from jules white, a head teacher at tanbridge house school in horsham — and from hastings, 10—year—old soriah, and her mother carina. morning. morning. jules, i know you are watching — morning. morning. jules, i know you are watching and's _ morning. morning. jules, i know you are watching and's interview- morning. morning. jules, i know you are watching and's interview with i are watching and's interview with the education secretary, gavin williamson. tell me your thoughts on what you heard? i williamson. tell me your thoughts on what you heard?— what you heard? i think it was 'ust a sense what you heard? i think it was 'ust a of deja �* what you heard? i think it was 'ust a sense of deja vu i what you heard? i think it was 'ust a sense of deja vu to i what you heard? i think it was 'ust a sense of deja vu to be i what you heard? i think it wasjust a sense of deja vu to be honest. i | a sense of deja vu to be honest. i print— a sense of deja vu to be honest. i print -- _ a sense of deja vu to be honest. i print -- felt— a sense of deja vu to be honest. i print —— felt pretty let down. there were _ print —— felt pretty let down. there were all— print —— felt pretty let down. there were all of— print —— felt pretty let down. there were all of these promises of huge resources — were all of these promises of huge resources which are microsystem needed _ resources which are microsystem needed and in the end of a enough depth. _ needed and in the end of a enough depth, there isn't enough resource, we have _ depth, there isn't enough resource, we have been battling around this for so _ we have been battling around this for so many years. it is notjust

the pandemic. the pandemic exposed a number— the pandemic. the pandemic exposed a number of— the pandemic. the pandemic exposed a number of weaknesses in our system, whether— number of weaknesses in our system, whether it _ number of weaknesses in our system, whether it is _ number of weaknesses in our system, whether it is supporting children with mental health issues, supporting children with their learning. and schools are really working — learning. and schools are really working hard trying to do our level best and _ working hard trying to do our level best and we just have not got the resource — best and we just have not got the resource and capacity and i don't think— resource and capacity and i don't think this — resource and capacity and i don't think this package gives us what we need. _ think this package gives us what we need. ., , . . , , think this package gives us what we need. ., , . ., , need. one of the big criticisms has been that until _ need. one of the big criticisms has been that until last _ need. one of the big criticisms has been that until last week _ need. one of the big criticisms has been that until last week we - need. one of the big criticisms has been that until last week we were. been that until last week we were talking about potentially up to ten times the amount, some of the recommendations of the man responsible. were you disappointed when you have that figure and where that money will be spread, which works out at about £50 per student? absolutely. you did the same sums as me. it _ absolutely. you did the same sums as me. it is _ absolutely. you did the same sums as me. it is more — absolutely. you did the same sums as me. it is more than disappointment. ifeel— me. it is more than disappointment. i feel let _ me. it is more than disappointment. i feel let down for my colleagues who are — i feel let down for my colleagues who are working so hard. most of all ifeel— who are working so hard. most of all i feel let _ who are working so hard. most of all i feel let down for parents and children. — i feel let down for parents and children. overthe i feel let down for parents and children. over the past 12 to 18 months — children. over the past 12 to 18 months we heard about was how important —

months we heard about was how important education was, how important education was, how important schoolchildren are. and yet this— important schoolchildren are. and yet this package doesn't meet the needs— yet this package doesn't meet the needs that we have. it has been very difficult _ needs that we have. it has been very difficult in _ needs that we have. it has been very difficult in school, not only around children's— difficult in school, not only around children's learning, but also we have _ children's learning, but also we have seen— children's learning, but also we have seen disadvantaged children full further behind. we have seen children— full further behind. we have seen children have to experience really difficult _ children have to experience really difficult things. they are coming into our— difficult things. they are coming into our school stay in, day out, having _ into our school stay in, day out, having had _ into our school stay in, day out, having had really, really disturbing times. _ having had really, really disturbing times. we — having had really, really disturbing times. we are seeing an exponential rise in— times. we are seeing an exponential rise in mental health issues, anxiety, _ rise in mental health issues, anxiety, issues around domestic violence — anxiety, issues around domestic violence and health. and we in schools— violence and health. and we in schools are expecting to pick up all of these _ schools are expecting to pick up all of these issues. there has been a constant — of these issues. there has been a constant questioning about expanding the school— constant questioning about expanding the school day. i would love my school — the school day. i would love my school to — the school day. i would love my school to be open 204! was, seven days a _ school to be open 204! was, seven days a week, but of course i need the resources, i need the staff to do that. — the resources, i need the staff to do that. we are already working ourselves— do that. we are already working ourselves until we have not got any more _ ourselves until we have not got any more capacity. my school is on half term. _ more capacity. my school is on half term. we _ more capacity. my school is on half term. we are open today. we already do extended hours. gavin williamson mention— do extended hours. gavin williamson mention about schools closing at

2taspm — mention about schools closing at 2taspm i— mention about schools closing at 2:45pm. i do not recognise that. we need _ 2:45pm. i do not recognise that. we need a _ 2:45pm. i do not recognise that. we need a whole new look at how we support _ need a whole new look at how we support education. it is notjust about— support education. it is notjust about our— support education. it is notjust about our children, it is about their— about our children, it is about their future and about our children, it is about theirfuture and our about our children, it is about their future and our future prosperity as well.- their future and our future prosperity as well. there we have the head teacher _ prosperity as well. there we have the head teacher view. _ prosperity as well. there we have the head teacher view. karina, i prosperity as well. there we have l the head teacher view. karina, your daughter is in year six. what do you think she needs? what help does she need? a crucial time in any pupil's education, isn't it?— education, isn't it? yeah, we have been really _ education, isn't it? yeah, we have been really lucky. _ education, isn't it? yeah, we have been really lucky. her— education, isn't it? yeah, we have been really lucky. her school- education, isn't it? yeah, we have been really lucky. her school havej been really lucky. her school have been _ been really lucky. her school have been so _ been really lucky. her school have been so supportive. her head teacher. _ been so supportive. her head teacher, her class teacher, they have _ teacher, her class teacher, they have gone — teacher, her class teacher, they have gone above and beyond what i ever expected to ensure the kids are not left _ ever expected to ensure the kids are not left behind and that they are catching — not left behind and that they are catching up with the work they may have missed due to being home—schooled or being at home. and ithink— home—schooled or being at home. and i think they— home—schooled or being at home. and i think they have concentrated so hard _ i think they have concentrated so hard as— i think they have concentrated so hard as well and preparing the kids on that— hard as well and preparing the kids on that transition going into year seven. _ on that transition going into year seven, because it is a massive transition _ seven, because it is a massive transition for them leaving primary school— transition for them leaving primary school and — transition for them leaving primary school and going to secondary school. — school and going to secondary school, but i now talking to my friends — school, but i now talking to my friends and people from community

groups. _ friends and people from community groups, they haven't had that same experience — groups, they haven't had that same experience in their school. so i do understand — experience in their school. so i do understand that we have been very privileged — understand that we have been very privileged and are in a very lucky position. — privileged and are in a very lucky position. l — privileged and are in a very lucky tosition. ., ., ., ,., ., privileged and are in a very lucky tosition. ., ., ., ., , position. i have got a son who is the same _ position. i have got a son who is the same age — position. i have got a son who is the same age as _ position. i have got a son who is the same age as you. _ position. i have got a son who is the same age as you. i - position. i have got a son who is the same age as you. i know - position. i have got a son who is| the same age as you. i know you position. i have got a son who is - the same age as you. i know you are sat next to your mum. i feel like i have been badgering my kids to make sure they keep up with their education over the past 18 months. what has it been like for you? what is the impact like from an educational perspective? so is the impact like from an educational perspective? so for me it's been like. _ educational perspective? so for me it's been like, a _ educational perspective? so for me it's been like, a bit _ educational perspective? so for me it's been like, a bit hard, _ educational perspective? so for me it's been like, a bit hard, because i it's been like, a bit hard, because it's been like, a bit hard, because it was— it's been like, a bit hard, because it was only— it's been like, a bit hard, because it was only last _ it's been like, a bit hard, because it was only last week _ it's been like, a bit hard, because it was only last week that - it's been like, a bit hard, because it was only last week that we - it's been like, a bit hard, because it was only last week that we hadl it was only last week that we had assessments. _ it was only last week that we had assessments. and _ it was only last week that we had assessments. and before - it was only last week that we had assessments. and before the - it was only last week that we had - assessments. and before the lockdown i was assessments. and before the lockdown i was doing _ assessments. and before the lockdown i was doing really— assessments. and before the lockdown i was doing really good. _ assessments. and before the lockdown i was doing really good. and _ assessments. and before the lockdown i was doing really good. and then - i was doing really good. and then when _ i was doing really good. and then when i _ i was doing really good. and then when i done — i was doing really good. and then when i done the _ i was doing really good. and then when i done the assessments, i i was doing really good. and then - when i done the assessments, looking at the _ when i done the assessments, looking at the schools— when i done the assessments, looking at the schools i— when i done the assessments, looking at the schools i got— when i done the assessments, looking at the schools i got before _ when i done the assessments, looking at the schools i got before the - at the schools i got before the lockdown _ at the schools i got before the lockdown to _ at the schools i got before the lockdown to now, _ at the schools i got before the lockdown to now, now - at the schools i got before the lockdown to now, now it - at the schools i got before the lockdown to now, now it has l at the schools i got before the - lockdown to now, now it has gone down. _ lockdown to now, now it has gone down. whereas _ lockdown to now, now it has gone down. whereas before _ lockdown to now, now it has gone down. whereas before it - lockdown to now, now it has gone down. whereas before it was - lockdown to now, now it has gone down. whereas before it was up. i lockdown to now, now it has gone i down. whereas before it was up. so lockdown to now, now it has gone . down. whereas before it was up. sol struggled _ down. whereas before it was up. sol struggled a _ down. whereas before it was up. sol struggled a lot. — down. whereas before it was up. sol struggled a lot. but _ down. whereas before it was up. sol struggled a lot. but my— down. whereas before it was up. sol struggled a lot. but my teacher- down. whereas before it was up. sol struggled a lot. but my teacher and i struggled a lot. but my teacher and my head _

struggled a lot. but my teacher and my head teacher— struggled a lot. but my teacher and my head teacher has _ struggled a lot. but my teacher and my head teacher has given - struggled a lot. but my teacher and my head teacher has given me - my head teacher has given me boosters — my head teacher has given me boosters so _ my head teacher has given me boosters so i _ my head teacher has given me boosters so i can _ my head teacher has given me boosters so i can carry - my head teacher has given me boosters so i can carry on - my head teacher has given me. boosters so i can carry on trying my head teacher has given me - boosters so i can carry on trying to catch _ boosters so i can carry on trying to catch up. — boosters so i can carry on trying to catch u ., ., �* . boosters so i can carry on trying to catch u-. . �*, ., ., boosters so i can carry on trying to | catch op-_jules catch up. that's good to hear. jules white, ifi catch up. that's good to hear. jules white. if! can _ catch up. that's good to hear. jules white, if i can come _ catch up. that's good to hear. jules white, if! can come back— catch up. that's good to hear. jules white, if i can come back to - catch up. that's good to hear. jules white, if i can come back to you. i catch up. that's good to hear. jules. white, if i can come back to you. we are white, if i can come back to you. - are hearing teachers and school doing everything they can to keep children up to date. what do you need? if you could talk to gavin williamson now, what do you need to go to the next level, to keep everything going on to get those children back on track? i everything going on to get those children back on track?— everything going on to get those children back on track? i think what we actually — children back on track? i think what we actually need _ children back on track? i think what we actually need is _ children back on track? i think what we actually need is a _ children back on track? i think what we actually need is a long-term - we actually need is a long—term plan. _ we actually need is a long—term plan. 0f— we actually need is a long—term plan. of course we need to have children— plan. of course we need to have children in— plan. of course we need to have children in the short term but we need _ children in the short term but we need a _ children in the short term but we need a plan over five to ten years. we need _ need a plan over five to ten years. we need to— need a plan over five to ten years. we need to think about exactly what schools _ we need to think about exactly what schools are — we need to think about exactly what schools are there for, our core purpose — schools are there for, our core purpose is _ schools are there for, our core purpose is around learning and getting — purpose is around learning and getting children prepared for adult life, getting children prepared for adult life. but— getting children prepared for adult life, but we are also being asked to solve _ life, but we are also being asked to solve a _ life, but we are also being asked to solve a number of ills. we have been asked _ solve a number of ills. we have been asked to _ solve a number of ills. we have been asked to look at children's well—being, safety and safeguarding. we are _

well—being, safety and safeguarding. we are being asked to look at the children— we are being asked to look at the children and their extracurricular activities. — children and their extracurricular activities. if we are going to do that. _ activities. if we are going to do that, which i fully support, by the way. _ that, which i fully support, by the way. we — that, which i fully support, by the way, we actually need the time, the resource _ way, we actually need the time, the resource and the ability to deliver. and at— resource and the ability to deliver. and at the — resource and the ability to deliver. and at the moment schools are under the pump. _ and at the moment schools are under the pump. my school, schools up and down _ the pump. my school, schools up and down the _ the pump. my school, schools up and down the country, we are busting a .ut down the country, we are busting a gut to— down the country, we are busting a gut to try— down the country, we are busting a gut to try to— down the country, we are busting a gut to try to do the right thing, but we — gut to try to do the right thing, but we are _ gut to try to do the right thing, but we are struggling to do what we are trying _ but we are struggling to do what we are trying to deliver at the moment, never— are trying to deliver at the moment, never mind — are trying to deliver at the moment, never mind doing extra without adequate — never mind doing extra without adequate resources. the recovery officer— adequate resources. the recovery officer kevin collins has made it plain _ officer kevin collins has made it plain that — officer kevin collins has made it plain that this is nowhere near enough. — plain that this is nowhere near enough. we want to do much better but we _ enough. we want to do much better but we need a new outlook. i would also say _ but we need a new outlook. i would also say we — but we need a new outlook. i would also say we need to look at things like exams. — also say we need to look at things like exams. we have a crazy examination system where children are being _ examination system where children are being examined and examined and examined. _ are being examined and examined and examined, and we don't need that. one of— examined, and we don't need that. one of the — examined, and we don't need that. one of the way we can do things without— one of the way we can do things without money is to reform the exam system. _ without money is to reform the exam system, making it manageable not only for— system, making it manageable not only for teachers but also for children— only for teachers but also for children and parents. lots of young people _ children and parents. lots of young people are — children and parents. lots of young people are feeling under enormous stress _ people are feeling under enormous stress at _ people are feeling under enormous stress at the moment and we could

reform _ stress at the moment and we could reform that — stress at the moment and we could reform that so it is still robust, it is still— reform that so it is still robust, it is still vigorous but it could become _ it is still vigorous but it could become much more manageable. these things— become much more manageable. these things need _ become much more manageable. these things need a long—term plan. and most _ things need a long—term plan. and most of— things need a long—term plan. and most of all. — things need a long—term plan. and most of all, people, my teachers, head _ most of all, people, my teachers, head teachers, need to be listened to rather— head teachers, need to be listened to rather than being done to all the time. _ to rather than being done to all the time. to _ to rather than being done to all the time. ., ., . ., ., . , time. to touch on what jules was sa int time. to touch on what jules was saying there. _ time. to touch on what jules was saying there, soraya, _ time. to touch on what jules was saying there, soraya, you - time. to touch on what jules was saying there, soraya, you are - saying there, soraya, you are talking about some of those assessments, how do the pair of you feel about the move to secondary school? would you feel ready for that when it comes, soraya? i thrill that when it comes, soraya? i will feel ready but _ that when it comes, soraya? i will feel ready but i _ that when it comes, soraya? i will feel ready but i won't _ that when it comes, soraya? i will feel ready but i won't have - that when it comes, soraya? i will feel ready but i won't have the same time. _ feel ready but i won't have the same time. because... _ feel ready but i won't have the same time, because... because... - feel ready but i won't have the same time, because... because... noll- time, because... because... not sure? we _ time, because... because... not sure? i've enrolled _ time, because... because... sure? i've enrolled her in quite time, because... because...- sure? i've enrolled her in quite a few mentoring schemes where they take place — few mentoring schemes where they take place online and the lady that runs it. _ take place online and the lady that runs it, they do group sessions with other— runs it, they do group sessions with other girls _ runs it, they do group sessions with other girls ofa

runs it, they do group sessions with other girls of a similar age and they— other girls of a similar age and they speak to them about their worries. — they speak to them about their worries, their fears, they speak to them about their worries, theirfears, how they speak to them about their worries, their fears, how they can support— worries, their fears, how they can support them. they do that weakly. and within — support them. they do that weakly. and within those sessions they talk about— and within those sessions they talk about the _ and within those sessions they talk about the transition to secondary school. _ about the transition to secondary school, what it is going to be like, all these _ school, what it is going to be like, all these other issues that might affect— all these other issues that might affect them in moving from primary school _ affect them in moving from primary school to _ affect them in moving from primary school to secondary school, leaving their friends, school to secondary school, leaving theirfriends, separation. sol think— theirfriends, separation. sol think she _ theirfriends, separation. sol think she is in a good place with that. _ think she is in a good place with that. but— think she is in a good place with that, but again, i understand that not every— that, but again, i understand that not every year six student has that. what _ not every year six student has that. what i _ not every year six student has that. what i would say is that i think what _ what i would say is that i think what this— what i would say is that i think what this has exposed, like the head teacher— what this has exposed, like the head teacher said, is that there was an issue _ teacher said, is that there was an issue with — teacher said, is that there was an issue with our education system and now is— issue with our education system and now is the _ issue with our education system and now is the time to completely look at it holistically and say, what can we do _ at it holistically and say, what can we do to — at it holistically and say, what can we do to overhaul this? what can we do to— we do to overhaul this? what can we do to -- _ we do to overhaul this? what can we do to -- so— we do to overhaul this? what can we do to —— so that children aren't feeling — do to —— so that children aren't feeling so _ do to —— so that children aren't feeling so much pressure in school, so that— feeling so much pressure in school, so that they— feeling so much pressure in school, so that they are accessing the best in teaching, so that they are leaving _ in teaching, so that they are leaving school with good qualifications and ready to start, ready— qualifications and ready to start, ready to — qualifications and ready to start, ready to exist in the outside world or ready— ready to exist in the outside world or ready to— ready to exist in the outside world or ready to start work? and i think now is— or ready to start work? and i think now is the — or ready to start work? and i think now is the time for government to look at _ now is the time for government to look at that— now is the time for government to

look at that and have a long—term plan i'd _ look at that and have a long—term plan i'd use — look at that and have a long—term plan i'd use this as a real opportunity to overhaul the whole education — opportunity to overhaul the whole education system, so that when our children— education system, so that when our children are — education system, so that when our children are leaving school and the next generation are coming in, they are being _ next generation are coming in, they are being taught and educated in world—class educational facilities. great _ world—class educational facilities. great to— world—class educational facilities. great to speak to you. soraya, when it does come, hopefully the move to secondary goes really well. thank you for talking to us this morning. all the best for those assessments. and jules white, good to hear from your perspective. let us know what your perspective. let us know what you think about that huge issue of education. the government announcing extra money today. is it enough? how would it affect your school, are you a teacher, are you a pupil? let us know. 3 a teacher, are you a pupil? let us know. " ., , a teacher, are you a pupil? let us know. " . , . . a teacher, are you a pupil? let us know. . . , . ., ., know. a really challenging time for eve bod . scotland is at a "delicate and fragile point" ? that's the warning from first minister nicola sturgeon, as she announced a pause to the easing of restrictions across much of the country, which had been due to begin next week. millions of people will continue to live under tight rules across three levels. the harshest restrictions are for level 2 — where six people

from three households can meet indoors, and stay overnight. shops, gyms and close contact services as well as hospitality are allowed to reopen, but only until 10.30pm at night. up to 50 people can attend weddings and funerals. in level 1, eight people from three households can meet indoors in a public place, and hospitality can stay open until 11pm. up to 100 people can attend weddings and funerals. restrictions are most relaxed in level 0, where up to eight people from four households can meet inside and stay over. hospitality operates "almost normally", with rules around numbers of people, table service and social distancing still in place. up to 200 people can attend weddings and funerals. it isa it is a complex picture. we can speak now to professorjason leitch who is the national clinical director for scotland. good morning. good morning. i;

good morning. good morning. scotland good morning. good morning. i; scotland now in a third wave of this pandemic? i scotland now in a third wave of this tandemic? .. ., pandemic? i think we are in the foothills of _ pandemic? i think we are in the foothills of a _ pandemic? i think we are in the foothills of a third _ pandemic? i think we are in the foothills of a third wave. - pandemic? i think we are in the foothills of a third wave. but i pandemic? i think we are in the foothills of a third wave. but if. foothills of a third wave. but if this is— foothills of a third wave. but if this is the _ foothills of a third wave. but if this is the during the vaccine wave, isn't it? _ this is the during the vaccine wave, isn't it? so— this is the during the vaccine wave, isn't it? so we are very hopeful it will look— isn't it? so we are very hopeful it will look very different. and that will look very different. and that will depend on a number of things. it will depend on a number of things. it will— will depend on a number of things. it will defend on vaccine and people coming _ it will defend on vaccine and people coming forward. local public health measures. — coming forward. local public health measures, which we have seen successfully managed, a few fairly large _ successfully managed, a few fairly large outbreaks in scotland. we are not quite _ large outbreaks in scotland. we are not quite over the hump in glasgow in particular. and we are beginning to see _ in particular. and we are beginning to see this— in particular. and we are beginning to see this variant spread out from around _ to see this variant spread out from around glasgow, which is why you can see some _ around glasgow, which is why you can see some areas in scotland, i would suggest _ see some areas in scotland, i would suggest not — see some areas in scotland, i would suggest not still losing momentum, i think they— suggest not still losing momentum, i think they are still moving forward, but stopping at level two a little bit longer than we had hoped. but that's— bit longer than we had hoped. but that's still— bit longer than we had hoped. but that's still indoor mixing, still hospitality, cinemas will reopen in

glasgow. — hospitality, cinemas will reopen in glasgow, the last to do so, etc etc. so why. _ glasgow, the last to do so, etc etc. so why, considering all of that, is the government moving anywhere near lowering the level of restrictions? well it depends on a number of elements, doesn't it? during, let's call it— elements, doesn't it? during, let's call it the— elements, doesn't it? during, let's call it the vaccine period, we have seen _ call it the vaccine period, we have seen a _ call it the vaccine period, we have seen a difference between the cases, the hospitalisations, and forgive me, the hospitalisations, and forgive me. the — the hospitalisations, and forgive me, the deaths. the formula has changed. — me, the deaths. the formula has changed. everybody who wants to be hopeful _ changed. everybody who wants to be hopeful says the formula has changed forever. _ hopeful says the formula has changed forever. it _ hopeful says the formula has changed forever. it will be completely different now, we can live with it. the public— different now, we can live with it. the public health advice is not yet. we are _ the public health advice is not yet. we are not— the public health advice is not yet. we are not quite sure how much that formula _ we are not quite sure how much that formula has— we are not quite sure how much that formula has changed, so we need to still be _ formula has changed, so we need to still be cautious. but our advice is you can _ still be cautious. but our advice is you can now— still be cautious. but our advice is you can now gradually open. you can do that— you can now gradually open. you can do that cautiously. in fact, you can do that cautiously. in fact, you can do it— do that cautiously. in fact, you can do it more — do that cautiously. in fact, you can do it more that you have done it since _ do it more that you have done it since september. glasgow, where i live, since september. glasgow, where i live. i_ since september. glasgow, where i live. i have — since september. glasgow, where i live, i have not seen my parents for nine months. — live, i have not seen my parents for nine months. they have not been in my house _ nine months. they have not been in my house and i have not been in

theirs. _ my house and i have not been in theirs. they— my house and i have not been in theirs. they live in a different local— theirs. they live in a different local authority. theirs. they live in a different localauthority. now theirs. they live in a different local authority. now we will be able to makes. _ local authority. now we will be able to makes. that is true for hundreds of thousands of families that have been _ of thousands of families that have been very— of thousands of families that have been very restricted. i think that is a good — been very restricted. i think that is a good thing but i don't think all the — is a good thing but i don't think all the breaks are off because of the variant and the race with the vaccine. — the variant and the race with the vaccine. ~ , . ., , vaccine. with the restrictions chan . in . vaccine. with the restrictions changing that _ vaccine. with the restrictions changing that means - vaccine. with the restrictions changing that means we - vaccine. with the restrictions| changing that means we have vaccine. with the restrictions i changing that means we have to vaccine. with the restrictions - changing that means we have to wait several weeks to see what effect the change in restrictions have? ltrufe several weeks to see what effect the change in restrictions have?- change in restrictions have? we do. that's easy — change in restrictions have? we do. that's easy for _ change in restrictions have? we do. that's easy for me. _ change in restrictions have? we do. that's easy for me. i _ change in restrictions have? we do. that's easy for me. i don't - change in restrictions have? we do. that's easy for me. i don't want - change in restrictions have? we do. that's easy for me. i don't want a l that's easy for me. i don't want a soft that's easy for me. idon't want a soft play— that's easy for me. i don't want a soft play area or a pub or a restaurant. it is easy for the public— restaurant. it is easy for the public health advice to say i need three _ public health advice to say i need three weeks. the purest in the public— three weeks. the purest in the public health community, our advice is let's— public health community, our advice is let's wait — public health community, our advice is let's wait three weeks to see what _ is let's wait three weeks to see what happens. that is not always possible. — what happens. that is not always possible. you might see a sudden up or a continued down. some of it as judgment — or a continued down. some of it as judgment and policy and politics. from _ judgment and policy and politics. from a _ judgment and policy and politics. from a public health perspective, yes, from a public health perspective, yes. you — from a public health perspective, yes, you shouldn't change today, tomorrow — yes, you shouldn't change today, tomorrow or friday, you should wait tomorrow or friday, you should wait to see _ tomorrow or friday, you should wait to see what — tomorrow or friday, you should wait to see what happens with an incubation period and a half of the

virus. _ incubation period and a half of the virus. which — incubation period and a half of the virus, which is about three weeks, to see _ virus, which is about three weeks, to see what — virus, which is about three weeks, to see what you've done, whether you've _ to see what you've done, whether you've open the schools in the old days. _ you've open the schools in the old days. or _ you've open the schools in the old days, or whether you've open the pub is at night. _ days, or whether you've open the pub is at nitht. , ., . , is at night. they were zero deaths from covid _ is at night. they were zero deaths from covid reported _ is at night. they were zero deaths from covid reported in _ is at night. they were zero deaths from covid reported in the - is at night. they were zero deaths from covid reported in the uk - from covid reported in the uk yesterday. the first time in a long time. that includes scotland. how many consecutive days do we need before we can see that as a sign of good news? i before we can see that as a sign of good news?— before we can see that as a sign of good news? i think it is good news. you can't put _ good news? i think it is good news. you can't put a _ good news? i think it is good news. you can't put a sudden _ good news? i think it is good news. you can't put a sudden certainty i good news? i think it is good news. you can't put a sudden certainty on | you can't put a sudden certainty on a single _ you can't put a sudden certainty on a single data point. it doesn't work like that. _ a single data point. it doesn't work like that. and we know that. this is 'ust like that. and we know that. this is just the _ like that. and we know that. this is just the death date out related to the test _ just the death date out related to the test data. this is not, for example. _ the test data. this is not, for example, the death certificate data, which _ example, the death certificate data, which the _ example, the death certificate data, which the ons publishes in england and the _ which the ons publishes in england and the nrs publishers in scotland. they may _ and the nrs publishers in scotland. they may have been families who lost relatives _ they may have been families who lost relatives yesterday through covid, is one _ relatives yesterday through covid, is one of— relatives yesterday through covid, is one of the constricting factors to their— is one of the constricting factors to their death. it is a horrible, horrible — to their death. it is a horrible, horrible disease still, which is why

you see _ horrible disease still, which is why you see us — horrible disease still, which is why you see us being cautious. but you are right. _ you see us being cautious. but you are right. it's— you see us being cautious. but you are right. it's positive, it's good news. _ are right. it's positive, it's good news. and — are right. it's positive, it's good news. and if— are right. it's positive, it's good news, and if we can maintain that, even— news, and if we can maintain that, even with— news, and if we can maintain that, even with variants, because of the vaccine. _ even with variants, because of the vaccine, then that bodes well for the next — vaccine, then that bodes well for the next weeks and months as we begin— the next weeks and months as we begin to _ the next weeks and months as we begin to move out, even from the restrictions— begin to move out, even from the restrictions we have gotjust now, to even— restrictions we have gotjust now, to even more normality. it is thou~ht to even more normality. it is thought the _ to even more normality. it is thought the indian _ to even more normality. it ; thought the indian variant, or the delta variant, accounts for three quarters of cases in the uk and more than half the cases in scotland. how concerned are you by that and the response that the vaccine programme might be having? 50 response that the vaccine programme might be having?— might be having? so far, so relatively — might be having? so far, so relatively good, _ might be having? so far, so relatively good, i _ might be having? so far, so relatively good, i think. - might be having? so far, so relatively good, i think. the might be having? so far, so - relatively good, i think. the delta variant— relatively good, i think. the delta variant is— relatively good, i think. the delta variant is exactly what we expected. it variant is exactly what we expected. it will _ variant is exactly what we expected. it will be _ variant is exactly what we expected. it will be the last one. there will be another— it will be the last one. there will be another one. it will be filipino or scottish — be another one. it will be filipino or scottish or icelandic. there will be another— or scottish or icelandic. there will be another one, don't think this virus _ be another one, don't think this virus is — be another one, don't think this virus is done with us. the question is whether— virus is done with us. the question is whether that, how much that virus can get— is whether that, how much that virus can get away— is whether that, how much that virus can get away from us. it looks as if this one _ can get away from us. it looks as if this one is —

can get away from us. it looks as if this one is more transmissible. we are not— this one is more transmissible. we are not sure — this one is more transmissible. we are not sure if it gives you a different _ are not sure if it gives you a different disease profile. it seems not to. _ different disease profile. it seems not to, probably. what it doesjust .et not to, probably. what it doesjust get away _ not to, probably. what it doesjust get away from the vaccine a little bit. the _ get away from the vaccine a little bit. the good news is that all of the research suggests two doses. the advice _ the research suggests two doses. the advice is _ the research suggests two doses. the advice is if— the research suggests two doses. the advice is if you had not come for your— advice is if you had not come for your first — advice is if you had not come for your first one, you said,. and if you _ your first one, you said,. and if you have — your first one, you said,. and if you have missed a second one because you have missed a second one because you think— you have missed a second one because you think you _ you have missed a second one because you think you are done, i don't need that one. _ you think you are done, idon't need that one. or— you think you are done, i don't need that one, or maybe you didn't get the notice — that one, or maybe you didn't get the notice or we didn't get to you, then— the notice or we didn't get to you, then please — the notice or we didn't get to you, then please come for your second dose. _ then please come for your second dose. we — then please come for your second dose. we are accelerating that in hotspots — dose. we are accelerating that in hotspots like glasgow. we accelerated it in moray in the north coast. _ accelerated it in moray in the north coast. england is doing the same in some _ coast. england is doing the same in some areas— coast. england is doing the same in some areas where it has got some hotspots. — some areas where it has got some hotspots. the key still, whichever variant. _ hotspots. the key still, whichever variant. is— hotspots. the key still, whichever variant, is still vaccination. professor— variant, is still vaccination. professorjason leitch. great to talk to you as ever. talking to a slide from glasgow. time now to get the news, travel and weather where you are.

good morning, i'm sonja jessup. ten men have been arrested in connection with a fight in a park in northwest london in which an 18—year—old was killed. it happened in montrose park, in edgware on the evening of bank holiday monday. officers say there'll be extra police patrols in the area. physiotherapists based at st pancras hospital are trialling an app which aims to help patients recovering from long covid. the idea is patients can use it to help manage their condition, check their symptoms, and get advice. it's already being tried out in intensive care settings, but they want to see how well it works once patients have left hospital. while sutton united have been celebrating promotion to the football league, it has meant having to rip up their pitch. several years ago they laid down plastic to prevent games being called off by the weather, but it's not permitted in the football league do they've had to replace it with grass. two granddads from bermondsey have become the latest stars of the rap world. # hello, girl, hello, darling.

# what's your name and what's your number? # beg your pardon? pete and bas released their first song three years ago and now have millions of hits on social media and hundreds of thousands of fans around the world. they say they can't wait to get back to live performances. it's all about rhyming. rhyming. and being a cockney, our rhyming slang is a big thing. and rhythm — it's about rhythm. the words are important, but the rhythm is what they love. i mean, i think the gigs are going to be just off the scale because they were good before. when people can get out and about and they realise what they missed, it's going to be absolutely epic. travel now. the overground still has severe delays between new cross gate to west croydon and crystal palace — it's a track fault and overrunning engineering works.

now the weather with elizabeth rizzini. hello, good morning. yesterday was the warmest day of the year so far, and we could beat those temperatures again today. now there's plenty of blue sky and sunshine to come. it is a mild start to the morning — temperatures in double figures. we'll keep the sunshine through the morning, into the afternoon. bit of fair—weather high cloud here and there, perhaps, and it will tend to cloud over towards the end of the day, as well — just out towards the south—west — and we could see one or two showers as we head through the evening. but not before we've seen temperatures peak in the mid—20s quite widely — maybe 26, 27 degrees celsius possible somewhere out towards western spots, maybe in central london, too. we've got a south—easterly wind and it's that that's blowing all this warm air our way. now, overnight tonight, that feature is set to move its way northward so there could be some heavy downpours, possibly even a rumble or two of thunder from those showers. they'll move their way northwards and it should be dry again

by the time we get to thursday morning but it will be a cloudier start to the day on thursday. but again, it's looking dry with some sunny spells and temperatures peaking once more in the low— to the mid—20s. i'm back with in half an hour. plenty more on our website. now, though, it's back to dan and sally. bye for now. hello, this is breakfast with dan walker and sally nugent. morning live is back and coming up straight after breakfast on bbc one. gethinjones and kym marsh can tell us what they have in store. good morning stops good morning. a bi slice of good morning stops good morning. a big slice of what _ good morning stops good morning. a big slice of what is _ good morning stops good morning. a big slice of what is on _ good morning stops good morning. a big slice of what is on the _ good morning stops good morning. a big slice of what is on the show. - big slice of what is on the show. lots— big slice of what is on the show. lots going — big slice of what is on the show. lots going on this morning. if you're feeling stressed, then today's show should help you feel more positive, because we'll be hearing from a leading brain surgeon who says stress can actually be good for you. and he's got the science to prove it. we're also hoping to- save you some money — just by being neighbourly! from car sharing to doing minor tasks for each other, _ new research shows it - could save you £165 a year.

but if you're not that close - to your neighbours, don't worry — that can be easily fixed, _ and comedianjo brand has some great tips on how you can inject some i community spirit in to your street. sales of seeds went through the roof in lockdown, with many of us wanting to grow our own fruit and vegetables. and you don't even need much space — mark lane is going to show you how you can start your own veg plot, pretty much anywhere, and all you need is some kitchen roll. and once you've grown it, you'll need to cook it — i anna haugh's sharing her top tips on how to add a michelin star- touch to this season's i courgettes and beetroot, which are both packed - with vitamins and flavour. speaking of food, with his super speedy recipes and even quicker workouts, joe wicks has helped thousands of people to get fitter. but today he'll be telling us why he's now teamed up with the legendary sir tom jones! and here to give you that mid—week boost, janette manrara is taking - the reins for today's strictly fitness _ all that and more at 9.15! that will be a sweaty one, won't it?

it wilt _ that will be a sweaty one, won't it? it wilt 3k _ that will be a sweaty one, won't it? it will. ~ , , . ., that will be a sweaty one, won't it? itwill. ~ , , . . , it will. a big slice. can we see that shinnie _ it will. a big slice. can we see that shinnie again? _ it will. a big slice. can we see that shinnie again? i - it will. a big slice. can we see that shinnie again? i was - it will. a big slice. can we see - that shinnie again? i was impressed. was that me? was it mark? it that shinnie again? i was impressed. was that me? was it mark?- was that me? was it mark? it was mark. was that me? was it mark? it was mark- well — was that me? was it mark? it was mark. well done. _ mark. well done. laughter - laughter see you later, youtube, from 9:15am shinnie and jazz hands at the same time. the olympic hockey gold medallist imran sherwani has revealed he has been diagnosed with early onset alzheimer's. his former team—mate steve batchelor is raising money for the alzheimer's research uk charity by running the london marathon later this year with imran's son, zac. danjohnson went to meet imran and discovered that, despite his condition progressing, he still remembers that winning game in 1988 very well — along with the immortal line from commentator barry davies that he inspired. 1988, the seoul olympics hockey final. batchelor of southgate. ..

and sherwani makes it three. that goal means gold for great britain. two goals for imran sherwani! and one of sport's greatest lines. where were the germans? but, frankly, who cares? i thought it was going to be my day. i'd missed a few goals and obviously today they hit the backboards. it was just tremendous. that was just joy — just sheer joy. because when the ball was chipped, i was on our baseline. and ijust legged it. there was no cover down the middle and the speed of sherwani too much for anybody. he whipped it across and ijust... ..shepherded it in. it was as easy as that. and where were the germans? who cares? these are special memories for a gold—medal—winner who is now, aged 59, living with early—onset dementia.

the fact that i would have to keep going, going halfway to fetch something and then thinking, well, what was i going for? so sort of forgetfulness, really. and from that, you then sort of have a bit of anxiety steps in — that, why can't i do that? he would lose his keys, his wallet, his phone every day. he'd leave the house insecure. we'd go out and we'd lose a jumper every time we went out, or an item of clothing. what i didn't realise about living with dementia is that it's notjust about the memory loss — it's about depression, anxiety... anxiousness. ..being very anxious, not being able to do tasks. and then, unfortunately for imran, it took two and a half to three years to diagnose partly because of his age.

so i worked at a school and... ..i used to forget the children's names. and so i went through a process of writing down the names and getting a photograph of them so that i could recognise who that was and who that was. but i couldn't even cope with that. yeah, it was... it was horrendous. having been so fit and active and having achieved at that highest level on the global stage, does that make you even more frustrated about this, or do you think that gives you the resilience to deal with this? it's a toughy, really, because i think it's all in one. yes, i'm resilient. um... and it is tough to go through this but, like i say, i'm very lucky to have louise alongside me. without her, i would not... i would not cope. imran's also got the support of old team—mates — like steve batchelor, the man who set up that goal in seoul.

how much credit would you like to give to stephen batchelor? because his running was faultless and his...tremendous performance. none at all! laughter. he was tremendous. batch has had a good last two games and loads of work down the right. no, the third goal was- definitely me and imranjust had put it in the net. and it was that... it was that simple. steve's running this year's london marathon to raise money for alzheimer's research uk, with a team including imran's son. i've never ran in a . marathon in my life. never run at all. and to do the london marathon... i have run before in my life — not just that distance. - it's going to be a challenge. i'm absolutely looking forward to it. - i've spoken to so many people that have run the london marathon - and they say the buzz, _ the hype, the crowd take you round. i'm just looking forward to that. i've got family, friends... imran and louise are going to bei at the finish line, hopefully to see us all cross the line. and so it's all those things that

willjust keep us going. - so, yeah, i'm sure we'll geti across the line, and the time absolutely is irrelevant. but you know he'll slate you for it if it's not good. oh, yeah, definitely — he will. if you can maybe press play on that, steve... and there's a little surprise from a well—known voice — the man behind the microphone all those years ago. hiya, imran. i hear that you're reviving that final partnership — i batchelor and sherwani — - the one which confirmed the gold in seoul all those years ago. it's a really good cause _ and i want to wish you all the very best of luck in your team. i hope it is well supported. incidentally, are there any germans taking part? - laughter. that is brilliant! aww! that is brilliant! and the gold medal... ..is great britain's. the fairy tale has come true — and how deservedly so! - it's a difficult question,

but do you worry there'll come a time where you struggle to remember those games, those goals, those achievements? i don't think you can take those out. that's on the... that's on the print. how am i going to forget that? you think that'll stay there? as sure as i got... ..the day i got married. i'm really not trying to undermine your positivity at all, imran, but the future can be an unknown for you — but it's a reality for you. yeah. and, you know, together we try to be positive, as we said, and we just enjoy the time we've got. but certainly for me, i've had to rethink my future years. i also want to spend as much time as i can with imran, enjoying the memories that we can make over the next few years or whatever time we've got where he can remember. and we don't know how long that's going to be. which bit stands out the most — is it the goals, is it the medal?

getting me emotional now. it was all the camaraderie that... ..i�*ve got now. a proper team? good chaps, proper team. and they'll never be forgotten. and a team that's still with you, right? too right — i hope so. dan johnson, bbc news. to the family for speaking to us. imran's son zacjoins us now from central london, and we can also speak to commentating legend barry davies, who's in south london. barry, we will chat even know it. zac, give us an idea as to how you first discovered what was going on with your dad and some of the

challenges you face as a family. good morning. it wasn't twofold. to begin with it was a long time ago, 2014, we started to notice that dad wasn't quite himself and he started to forget things. he got quite stressed and depressed but we didn't know what was going on so to begin with it was really difficult because that wasn't the same person he had always been but there was no diagnosis, no label to it. you kind of question yourself, thinking am i going mad? took three years to get the diagnosis. it is really difficult. it was difficult for the family to live with dad not quite being herself but then also having to kind of try and get a diagnosis and not really know what is going on. when we got the diagnosis it was kind of eye relief, it was good to know we have a label. but then obviously the symptoms started to

progress a little bit and it is not just memory loss, alzheimer's. it can be a change of personality, change in mood. my dad would be happy being his normal self then he doesn't want to talk to you, doesn't want to do what he wanted to do. you might not talk to you for a week so there symptoms have been quite challenging to get used to and to live with. �* u. . challenging to get used to and to live with. �* u, , ., , live with. because of everything our dad live with. because of everything your dad has — live with. because of everything your dad has been _ live with. because of everything your dad has been going - live with. because of everything i your dad has been going through, live with. because of everything - your dad has been going through, you have decided to build the marital. that is quite an undertaking. —— run the marathon. what are you hoping to achieve? i the marathon. what are you hoping to achieve? . , ., , ., �* achieve? i am very nervous. i don't like running. _ achieve? i am very nervous. i don't like running. it— achieve? i am very nervous. i don't like running, it is— achieve? i am very nervous. i don't like running, it is not— achieve? i am very nervous. i don't like running, it is not my _ achieve? i am very nervous. i don't like running, it is not my forte. - like running, it is not my forte. running that distance will be interesting but i am running with a great team. we have a steep bachelor and the guys, running together —— michael steve batchelor. two men in my gap money, hopefully we can raise

quite a bit of money for alzheimer's research uk and try to improve the lives of our family and others living with dementia. that is the key goal and an opportunity i can't miss. i will put myself through the pain if i can keep that in my mind do some good. zen: pain ifi can keep that in my mind do some good-— pain ifi can keep that in my mind do some good. zac i'm sure your dad is surely above _ do some good. zac i'm sure your dad is surely above those _ do some good. zac i'm sure your dad is surely above those goals _ do some good. zac i'm sure your dad is surely above those goals many - is surely above those goals many times over a years from 1988. i am sure barry remembers them. lovely to have your life with us on programme. you have the guys have stayed in contact over the years.— you have the guys have stayed in contact over the years. well, that's really down — contact over the years. well, that's really down to _ contact over the years. well, that's really down to them. _ contact over the years. well, that's really down to them. in _ contact over the years. well, that's really down to them. in some - really down to them. in some extraordinary way i became part of their team — extraordinary way i became part of theirteam. every ten extraordinary way i became part of their team. every ten years, i always— their team. every ten years, i always get— their team. every ten years, i always get invited. they are a great bunch _ always get invited. they are a great bunch and _ always get invited. they are a great bunch and that was the beauty of the whole _ bunch and that was the beauty of the whole performance. these were amateurs— whole performance. these were amateurs who played in a

professional way and with a smile, and nice _ professional way and with a smile, and nice style, but they worked at it. and nice style, but they worked at it such— and nice style, but they worked at it such a — and nice style, but they worked at it. such a wonderful bunch of guys. barry. _ it. such a wonderful bunch of guys. barry. for— it. such a wonderful bunch of guys. barry, for anyone who isn't familiar with it, let's have another look at that famous moment from 1988. batchelor of southgate. .. and sherwani makes it three. and the players are off the bench this time. two goals for imran sherwani. where were the germans? but, frankly, who cares? laughter it isjust laughter it is just brilliant to hear it again. barry, one of the things that mark that is so special was the relationship between them. they were so well bonded, weren't they? absolutely. absolutely, they played for each _ absolutely. absolutely, they played

for each other. they didn't all love each _ for each other. they didn't all love each other— for each other. they didn't all love each other at every moment, there were _ each other at every moment, there were battles in the early stages of the competition, but they were all pulling _ the competition, but they were all pulling in— the competition, but they were all pulling in the same direction and the attitude was absolutely spot on. i the attitude was absolutely spot on. i mean. _ the attitude was absolutely spot on. i mean. it_ the attitude was absolutely spot on. i mean. it is— the attitude was absolutely spot on. i mean, it is october 1988. the attitude was absolutely spot on. i mean, it is 0ctober1988. it the attitude was absolutely spot on. i mean, it is october 1988. it is the date — i mean, it is october 1988. it is the date i— i mean, it is october 1988. it is the date i will forget. it was wonderful. even so, i think i should be reprimanded. i broke allthe rules— be reprimanded. i broke allthe rules of— be reprimanded. i broke allthe rules of commentary! and bias. went to the _ rules of commentary! and bias. went to the wall _ rules of commentary! and bias. went to the wall. it was only through thinking, — to the wall. it was only through thinking, when i recapture that goal and thinking, when i recapture that goal ahd how— thinking, when i recapture that goal and how it _ thinking, when i recapture that goal and how it came and so on and so forth, _ and how it came and so on and so forth, and— and how it came and so on and so forth, and it — and how it came and so on and so forth, and it was so quick on both flanks_ forth, and it was so quick on both flanks and — forth, and it was so quick on both flanks and i— forth, and it was so quick on both flanks and i thought, well, gosh, they cut — flanks and i thought, well, gosh, they cut the german defence to bits. i they cut the german defence to bits. i thought. _ they cut the german defence to bits. i thought, where where they? as i was thinking that, who gives a damn where _ was thinking that, who gives a damn where they— was thinking that, who gives a damn where they were?! we have just won a

lold where they were?! we have just won a gold medal _ where they were?! we have just won a gold medal. if where they were?! we have 'ust won a old medal. , ., �* ., . gold medal. if you'll forgive me a fan by moment. _ gold medal. if you'll forgive me a fan by moment, i— gold medal. if you'll forgive me a fan by moment, i was— gold medal. if you'll forgive me a fan by moment, i was a - gold medal. if you'll forgive me a fan by moment, i was a young i gold medal. if you'll forgive me a i fan by moment, i was a young man watching that and i used to write down all your wonderful lines of commentary. schoolboy stuff with paul gascoigne. were you ever get told off for that? i know you told yourself. told off for that? i know you told ourself. ., ., �* ~' told off for that? i know you told ourself. ., ., �* ~ . , yourself. no, i don't think i was. i think everybody — yourself. no, i don't think i was. i think everybody was _ yourself. no, i don't think i was. i think everybody was enraptured i yourself. no, i don't think i was. i i think everybody was enraptured with the event _ think everybody was enraptured with the event. 0r think everybody was enraptured with the event. or maybe everybody agreed — the event. or maybe everybody agreed. competition between england and germany in a sporting field, sad to say— and germany in a sporting field, sad to say in— and germany in a sporting field, sad to say in other fields, it has always— to say in other fields, it has always been very competitive. there was great _ always been very competitive. there was great delight in success. people .ot was great delight in success. people got up. _ was great delight in success. people got up, 6am on saturday, to watch again— got up, 6am on saturday, to watch again that — got up, 6am on saturday, to watch again that many of them had no idea of the _ again that many of them had no idea of the rules— again that many of them had no idea of the rules or anything! so how

much _ of the rules or anything! so how much they— of the rules or anything! so how much they understood became better at the _ much they understood became better at the end _ much they understood became better at the end of the day, i'm not sure, but they— at the end of the day, i'm not sure, but they did — at the end of the day, i'm not sure, but they did understand very clearly that the _ but they did understand very clearly that the gold medal had been won. all those _ that the gold medal had been won. all those characters, from ian taylor, — all those characters, from ian taylor, the goalkeeper, paul barber, centrai— taylor, the goalkeeper, paul barber, central defender, richard dodds and richard _ central defender, richard dodds and richard women in the middle of the park _ richard women in the middle of the park. they— richard women in the middle of the park. they were names that became famous _ park. they were names that became famous on _ park. they were names that became famous on that date. sac, park. they were names that became famous on that date.— famous on that date. zac, when you watch that back _ famous on that date. zac, when you watch that back now, _ famous on that date. zac, when you watch that back now, how _ famous on that date. zac, when you watch that back now, how much - famous on that date. zac, when you watch that back now, how much will that help you in those difficult challenging training? a, that help you in those difficult challenging training?- that help you in those difficult challenging training? a lot. it is one of the _ challenging training? a lot. it is one of the things _ challenging training? a lot. it is one of the things that _ challenging training? a lot. it is one of the things that has - challenging training? a lot. it is one of the things that has been| challenging training? a lot. it is - one of the things that has been most challenging, to see my dad, one of the most talented players in his sport in his day, now struggled to date day—to—day tasks and that is something that is difficult to see. to see what he could do and knowing how much he loves seeing that, as well, will help me. i how much he loves seeing that, as well, will help me.—

well, will help me. i want to go back to barry. _ well, will help me. i want to go back to barry, if _ well, will help me. i want to go back to barry, if you _ well, will help me. i want to go back to barry, if you have - well, will help me. i want to go back to barry, if you have a - well, will help me. i want to go i back to barry, if you have a quick bit of advice for zac to running a marathon. you have watched great sporting moments of the year, what will you say to him? i sporting moments of the year, what will you say to him?— will you say to him? i think i would sa to will you say to him? i think i would say to him. — will you say to him? i think i would say to him, stick— will you say to him? i think i would say to him, stick close _ will you say to him? i think i would say to him, stick close to - will you say to him? i think i would say to him, stick close to steve - say to him, stick close to steve batchelor — say to him, stick close to steve batchelor. _ say to him, stick close to steve batchelor, who will keep on going, that is— batchelor, who will keep on going, that is the — batchelor, who will keep on going, that is the sort of person he is. it will be _ that is the sort of person he is. it will be different, his dad is so quick — will be different, his dad is so quick. my— will be different, his dad is so quick. my son won —— has run a niarathon— quick. my son won —— has run a marathon and i are sad to say i never— marathon and i are sad to say i never tried _ marathon and i are sad to say i never tried but i wish him well and i'm never tried but i wish him well and i'm sure _ never tried but i wish him well and i'm sure he — never tried but i wish him well and i'm sure he will do well and his dad will be _ i'm sure he will do well and his dad will be so _ i'm sure he will do well and his dad will be so much, lovely to talk to you. _ will be so much, lovely to talk to you. and — will be so much, lovely to talk to you. and all— will be so much, lovely to talk to you, and all the best with your training, — you, and all the best with your training, zac. we you, and all the best with your training. lac-— you, and all the best with your trainin: , zac. ~ ~ , . , training, zac. we will keep an eye out for you _ training, zac. we will keep an eye out for you on _ training, zac. we will keep an eye out for you on the _ training, zac. we will keep an eye out for you on the london - marathon barry always has the right words. he is a champion. i think i still have the book where all my

barry daviesisms. it is a glorious day, that is the view from our studio. ., , . day, that is the view from our studio. .,, . .,, . studio. cost et al. -- costa del salford. here _ studio. cost et al. -- costa del salford. here in _ studio. cost et al. -- costa del salford. here in the _ studio. cost et al. -- costa del salford. here in the costa - studio. cost et al. -- costa del salford. here in the costa del. salford. here in the costa del london. salford. here in the costa del london- if — salford. here in the costa del london. if you _ salford. here in the costa del london. if you are _ salford. here in the costa del london. if you are on - salford. here in the costa del london. if you are on the - salford. here in the costa del| london. if you are on the east salford. here in the costa del- london. if you are on the east coast under— london. if you are on the east coast under the _ london. if you are on the east coast under the low, the temperature for you is— under the low, the temperature for you is between eight and 10 degrees. yesterday— you is between eight and 10 degrees. yesterday we have the warmest day of this year— yesterday we have the warmest day of this year so _ yesterday we have the warmest day of this year so far, the temperature at cardiff— this year so far, the temperature at cardiff reached 26.1. today we could hire that _ cardiff reached 26.1. today we could hire that somewhere in the south—east. the forecast for today is a dry— south—east. the forecast for today is a dry and — south—east. the forecast for today is a dry and sunny one for many, but there _ is a dry and sunny one for many, but there are _ is a dry and sunny one for many, but there are thunderstorms in the forecast, — there are thunderstorms in the forecast, as well. they are coming up forecast, as well. they are coming up from _ forecast, as well. they are coming up from the — forecast, as well. they are coming up from the south—west and slowly pushing _ up from the south—west and slowly pushing north—eastwards as you go through— pushing north—eastwards as you go through the day. i noticeable

breeze, _ through the day. i noticeable breeze, as well. you can see why we have _ breeze, as well. you can see why we have the _ breeze, as well. you can see why we have the thunderstorms. an area of low pressure weather fronts moving up low pressure weather fronts moving up across _ low pressure weather fronts moving up across the south—west, dragging in warmer— up across the south—west, dragging in warmer air up across the south—west, dragging in warmerairand that up across the south—west, dragging in warmer air and that will push northwards, getting into wales, getting — northwards, getting into wales, getting into the midlands, the tail end could click beast of eight went through— end could click beast of eight went through the afternoon. for the rest of us _ through the afternoon. for the rest of us we _ through the afternoon. for the rest of us we have got that low crowd, mist _ of us we have got that low crowd, mist and — of us we have got that low crowd, mist and fog along the east coast of scotland _ mist and fog along the east coast of scotland, the north—east coast of england — scotland, the north—east coast of england it — scotland, the north—east coast of england. it may dissipate for a while — england. it may dissipate for a while but — england. it may dissipate for a while but then more coming in from the north— while but then more coming in from the north sea. as we go through the day it— the north sea. as we go through the day it will— the north sea. as we go through the day it will crowd over in northern ireland _ day it will crowd over in northern ireland and — day it will crowd over in northern ireland and later you will see rain. in ireland and later you will see rain. in between, — ireland and later you will see rain. in between, a lot of sunshine and inac_ in between, a lot of sunshine and inac sunshine widely at the temperatures will be between the low 20s. temperatures will be between the low 20s look— temperatures will be between the low 20s. look in the south—east, 27, possibly— 20s. look in the south—east, 27, possibly that bit more. through this evening _ possibly that bit more. through this evening and overnight when different in the _ evening and overnight when different in the south continue to advance northwards, losing some of its intensity. _ northwards, losing some of its intensity, so we will lose some of the thunderstorms at the rate will not be _ the thunderstorms at the rate will not be as— the thunderstorms at the rate will not be as heavy but it will be quite cloudy _ not be as heavy but it will be quite cloudy night across the board, said temperatures for most again staying in double _ temperatures for most again staying

in double figures. tomorrow we continue — in double figures. tomorrow we continue our where different moving northwards — continue our where different moving northwards across scotland, continuing to weaken, the show is eventually— continuing to weaken, the show is eventually faded, and how to start for many _ eventually faded, and how to start for many it — eventually faded, and how to start for many it will brighten up, there will be _ for many it will brighten up, there will be some sunshine around. temperatures tomorrow down a touch of where _ temperatures tomorrow down a touch of where we _ temperatures tomorrow down a touch of where we are today, but still got some _ of where we are today, but still got some a _ of where we are today, but still got some a bit— of where we are today, but still got some a bit above average, the exception _ some a bit above average, the exception of the south—east quarter where _ exception of the south—east quarter where we _ exception of the south—east quarter where we will still have up to about 25 degrees. as we head on into friday. — 25 degrees. as we head on into friday, well, we have a shower is to in the _ friday, well, we have a shower is to in the east — friday, well, we have a shower is to in the east they will clear there will be — in the east they will clear there will be a — in the east they will clear there will be a lot of dry and sunny weather, _ will be a lot of dry and sunny weather, when a friend trying to get in from _ weather, when a friend trying to get in from the — weather, when a friend trying to get in from the west and it will introduce thicker cloud through the west through the day and night in a day for— west through the day and night in a day for northern ireland, western scotland — day for northern ireland, western scotland, we could see rain. it is that bit— scotland, we could see rain. it is that bit lower, top temperature by then of— that bit lower, top temperature by then of 22— that bit lower, top temperature by then of 22 degrees. still that bit lower, top temperature by then of 22 degrees.— then of 22 degrees. still not bad stockin: then of 22 degrees. still not bad stocking up _ then of 22 degrees. still not bad stocking up taking _ then of 22 degrees. still not bad stocking up taking that. - then of 22 degrees. still not bad stocking up taking that. thank i then of 22 degrees. still not bad i stocking up taking that. thank you for that, stocking up taking that. thank you forthat, have stocking up taking that. thank you

for that, have a lovely wednesday. we're about to hear from an extraordinary group of pedestrians in oxford who have been taking unusual steps to uphold the law. the residents are trying to enforce restrictions on cars — which were put in place to create low traffic neighbourhoods — by becoming human traffic bollards. our chief environment correspondent, justin rowlatt, reports. here's a question for you. when is a pedestrian, not a pedestrian? ..any aggro with the drivers, because we're bollards, and bollards don't say anything. when they become a human bollard. what are you going to do — run us over? i'm not going to move. i've got a place to be. can you move? car horns sound. you cannot go down the high street. so this road is supposed to be blocked between 7.30 in the morning, and 6.30 in the evening. but the bollards aren't working, and nor are the number plate recognition cameras. so drivers know they can come through without being fined. which is why the oxford pedestrians association decided to step in.

i don't feel anxious or afraid. ijust feel something has to be done, and i'm doing the right thing in the right direction. it's bizarre. i wouldn't have expected it. i'm not like normal vehicles. you didn't know that? oh, i can see you're not. oh, you're speechless now? yeah. yeah, so i'll be reversing down there in a second, thank you. one delivery man managed to bamboozle the activists into letting him through. you pay taxes for the council to go through here. not delivery though. yes, i'm an authorised vehicle, same as the county council, mate, the same as buses. i can go through the cameras. the delivery company dpd told bbc breakfast the response from their driver wasn't acceptable, and it said it will brief all drivers again on the restrictions. but we will find out. the road closures here in oxford are part of a nationwide effort to calm traffic in our town and city centres. so what we're trying to do is to rebalance our streets, you know, to make them friendlier for pedestrians, to encourage people

to be able to walk more short trips. and that actually helps free up space for people who need to drive, for people who are carrying heavy loads. but rachel, freeing up space for pedestrians means taking space away from motorists, doesn't it? it means that very often they're the same person. very often there's a person who is driving to the local shop, who could walk to the local shop. not always. enfield in london is one of many english councils that has blocked roads and introduced charges to create new low traffic neighbourhoods, or ltns, during the covid pandemic. so, this low traffic neighborhood came completely out of the blue and it's made our lives impossible. the restrictions here in enfield are similar to oxford, except you are fined £130 if you drive through. everywhere i've been going, i've been blocked from going down here. it's bloody ridiculous. sue sanders says she's never been involved in local politics before.

i see it as undermining democracy. there's not been a proper consultation. we see the ltn as a fait accompli, as something imposed upon us. and i actually genuinely see it as alienating people from the green agenda. it's actually undermining the green agenda. we asked enfield council for comment, but it did not respond. hiya, guys. you know it's illegal for you to go through here? no, it's not, mate. it is. the truth is, if we want safe, clean cities, and to tackle climate change, we do need to coax some people out of their cars. and if they think they'll be punished, most drivers do obey the law. justin rowlatt, bbc news, oxford. tricky situation. yeah. with lots of people out of work as a result of the pandemic,

it might come as a bit of a surprise to find out some industries are actually struggling to filljob vacancies. as people in temporaryjobs go back to their old full—time roles, there is a growing shortage problem. nina is in middleton, near oldham, to find out what's going on. good morning. good morning. we are 'ust north good morning. good morning. we are just north of— good morning. good morning. we are just north of manchester. _ good morning. good morning. we are just north of manchester. it _ good morning. good morning. we are just north of manchester. it seems . just north of manchester. it seems counterintuitive, doesn't it, that unemployment is going and yet the number of vacancies is going up at the same time. it is pretty complicated and i will to explain why. do you remember it was buzzing here at 6:20am and now the parcels are almost all in their balance and in the space of time that has elapsed, almost 30,000 parcels have left this site, it is staggering, and the growth in this industry is massive. dvd, is one of them alone, is it only three new depots in the last year open ten and next year they expect to open

ten more. logistics, start there. let's look at the vacancies in the industry. around a third of logistics firms are reporting vacancies, specifically with drivers coming hgv drivers. one thing even telling us they are having to keep lorries parked up because they can't find anyone to drive them. wholesalers and food firms also telling us because lots of eu workers went back home over the pandemic, now they are struggling or unwilling to come back. also hospitality, lots of staff went on to fail low or themselves out of work and now there is a 9% gap that translates to a lot of people, 180,000 empty spaces. good morning, you are recruiting in hospitality, specifically senior staff. what is happening here, why are people not coming back? we happening here, why are people not coming back?— happening here, why are people not comin: back? ~ . ., . . coming back? we have noticed that 25 to 3096 of people _ coming back? we have noticed that 25 to 3096 of people left _ coming back? we have noticed that 25 to 3096 of people left hospitality - to 30% of people left hospitality during _ to 30% of people left hospitality during covid, another 20 to 25% of them _ during covid, another 20 to 25% of them never— during covid, another 20 to 25% of them never came back from the and

they don't— them never came back from the and they don't notify the employer until they don't notify the employer until the last— they don't notify the employer until the last moment. just they don't notify the employer until the last moment.— the last moment. just looking at life and saved _ the last moment. just looking at life and saved it _ the last moment. just looking at life and saved it is _ the last moment. just looking at life and saved it is not _ the last moment. just looking at life and saved it is not what - the last moment. just looking at life and saved it is not what theyj life and saved it is not what they want any more?— want any more? yes, they took advantage _ want any more? yes, they took advantage of— want any more? yes, they took advantage of the _ want any more? yes, they took advantage of the furlough - want any more? yes, they took. advantage of the furlough scheme want any more? yes, they took- advantage of the furlough scheme to spend _ advantage of the furlough scheme to spend more time with their families and loved _ spend more time with their families and loved ones. they have realised there _ and loved ones. they have realised there is— and loved ones. they have realised there is a _ and loved ones. they have realised there is a better quality of life and they— there is a better quality of life and they have decided to change industry — and they have decided to change indust . a. . and they have decided to change indust ., ,, , ., and they have decided to change indust ., industry. basic supply and demand would imply _ industry. basic supply and demand would imply salaries _ industry. basic supply and demand would imply salaries are _ industry. basic supply and demand would imply salaries are going - industry. basic supply and demand would imply salaries are going up. would imply salaries are going up into building spaces. we would imply salaries are going up into building spaces.— into building spaces. we have noticed an — into building spaces. we have noticed an increase _ into building spaces. we have noticed an increase in - into building spaces. we havej noticed an increase in salaries into building spaces. we have - noticed an increase in salaries but also salaries are not the biggest drivers— also salaries are not the biggest drivers right now the candidates. people _ drivers right now the candidates. people really taking that moment to think about what they want out of life. steve runs a haulage company. we were talking about people taking a moment, stepping back and wondering whether they want to go back to driving. the wondering whether they want to go back to driving.— back to driving. the last couple of ears, we back to driving. the last couple of years. we have — back to driving. the last couple of

years. we have a _ back to driving. the last couple of years, we have a driver _ back to driving. the last couple of years, we have a driver shortage. back to driving. the last couple of i years, we have a driver shortage two years _ years, we have a driver shortage two years ago. _ years, we have a driver shortage two years ago, 80,000, we are on 50,000. due to— years ago, 80,000, we are on 50,000. due to covid — years ago, 80,000, we are on 50,000. due to covid a _ years ago, 80,000, we are on 50,000. due to covid a lot of people. we have _ due to covid a lot of people. we have an — due to covid a lot of people. we have an ageing workforce and there are various — have an ageing workforce and there are various reasons. it can be very stressful, — are various reasons. it can be very stressful, tiring, long job with high _ stressful, tiring, long job with high demands. and stressful, tiring, long 'ob with high demandsh stressful, tiring, long 'ob with high demands. stressful, tiring, long 'ob with hiuh demands. �* . high demands. and it coincided with leavin: the high demands. and it coincided with leaving the eu- _ high demands. and it coincided with leaving the eu. how— high demands. and it coincided with leaving the eu. how has _ high demands. and it coincided with leaving the eu. how has that - high demands. and it coincided with leaving the eu. how has that been? j leaving the eu. how has that been? they are now 30,000 positions more unfulfilled _ they are now 30,000 positions more unfulfilled two years ago. through covid _ unfulfilled two years ago. through covid and — unfulfilled two years ago. through covid and brexit, an ageing population and high costs for young people _ population and high costs for young people to _ population and high costs for young people to get into the industry. it is around — people to get into the industry. it is around £5,000 to get your licence — is around £5,000 to get your licence. that is a lot of money for an 18—year—old, 19—year—old, to get into the _ an 18—year—old, 19—year—old, to get into the industry stopping at meanwhile we have lorries that literally— meanwhile we have lorries that literally can't drive because there is nobody to drive. some of this will naturally— nobody to drive. some of this will naturally come to an end. there is training _ naturally come to an end. there is

training and — naturally come to an end. there is training and recruitment stepping up. people are having these existential moments when they are thinking, _ existential moments when they are thinking, i— existential moments when they are thinking, i will take less money, a different— thinking, i will take less money, a differentjob in order to have a better— differentjob in order to have a better work/life balance, but also employers telling us this is crunch time, _ employers telling us this is crunch time, they— employers telling us this is crunch time, they are struggling to make long-term — time, they are struggling to make long—term plans because they don't know— long—term plans because they don't know what — long—term plans because they don't know what the road map will look like, _ know what the road map will look like. and — know what the road map will look like, and frankly nobody does it quite _ like, and frankly nobody does it quite interesting stuff, thank you very much— quite interesting stuff, thank you very much indeed. , that is busy you're watching bbc breakfast, it's 8.59. i , they

this is bbc news with the latest headlines. more than £1 billion for catch—up tuition for pupils in england, but headteachers say it's a fraction of what's needed. the education secretary says denies he's trying to do it on the cheap we are looking at the interventions that we can actually deliver today, make sure that we are able to get the money on the table and out to schools in order to support them, in order to be able to help our children while they are in school straightaway. there's also been an impact on their well—being, on their ability to be with their friends and their teachers and socialise and on their mental well—being and emotional development. and so what we are proposing is that there should be a range of measures. are you a teacher, parent or student? what do you think is needed to catch up on lost learning and would you be