this is bbc news. i'm shaun ley. the headlines at 8pm — no mass roll—out of covid jabs for healthy 12—to—15—year—olds for now. it will be up to chief medical officers to examine the wider issues involved. the risks and benefits are finely balanced, but the other wider considerations, such as educational benefits, need to be taken into consideration. calls for more money for the nhs to deal with backlog of operations and the increasing demand for social care. fear and desperation — british soldiers tell us about the chaos they witnessed during the kabul evacuations: you can't see a young child, a baby, a woman crushed to death in front of you and you having to deal with the aftermath of that.

you can't see any of that without being emotional. after the racist abuse directed at england players in hungary, football's world governing body says it is investigating. stealing a pet is to be made a specific criminal offence in england after a rise in dog thefts during the pandemic. and at 8:45 p:m., news watch investigates why bbc breakfast news bulletins disappeared over the summer. the uk's vaccines advisory body has said it can't recommend vaccinating healthy 12—15—year—olds against covid—19 on health grounds alone. it says children are at such low risk from the virus thatjabs

would offer only marginal benefit. but thejoint committee on vaccination and immunisation said the government should consider wider issues, like disruption to schools. the health secretary, sajid javid, says he has now asked the chief medical officers in all four nations to look at whether those considerations tip the balance. here's our medical editor fergus walsh. from france to the united states and israel, many wealthier nations are already immunising all their 12—15—year—olds, not the uk. the scientists who advise government on immunisation, thejcvi, today said a further 200,000 young teens with heart, lung and liver conditions thought to be vulnerable to covid would be asked to have the vaccine, but it would not recommend the jab

for healthy 12—15—year—olds. whilst the benefits marginally outweigh the risks, the risk of heart inflammation is still uncertain, and we want to see what wider societal and educational benefits there are to children before recommending universal vaccination. the key concern for the jcvi is the potential long—term harm from a rare side—effect from the pfizer vaccine. myocarditis is inflammation of the heart muscle, and pericarditis information of the heart lining. data from the united states shows that for every 1 million boys fully immunised with the pfizer vaccine, there were around 60 cases of heart inflammation. among girls, it was much lower, with around eight cases per million. symptoms include chest pain, shortness of breath and palpitations.

but these were generally mild symptoms and short—lived. as for covid, healthy children are at minimal risk of severe illness, withjust two in a million admitted to intensive care after infection. so, what happens now? thejcvi only looks at health issues, but the uk's four chief medical officers can examine why the issues, such as disruption to schools from repeated covid outbreaks, and whether this might tip the balance in favour of immunising all 12—15—year—olds. if we're going to vaccinate our children, it's got to really be in their interests and not in society's interests to vaccinate them. and i think it is a difficult decision. so, what do families make of it? people between the age of 12—15 . should be able to get a vaccination to prevent the spread of the virus.

i would not recommend for the moment. it's too early. i think if we want to get the pandemic under control, then we have to vaccinate as many in the population as possible. many other countries rolled out vaccines to all secondary school children in the summer. with the autumn term now under way, a final decision of the uk is promised shortly. a little earlier, fergus explained the significance of this announcement. this could show the care and attention that the jcvi, this independent group of scientists, have taken every step of the way when it comes to recommending who gets which vaccines, and that may boost public confidence. but there's a danger that it will also be seen as dithering and passing the buck. and people may ask why this wasn't this decision wasn't earlier, when schools were still on summer holidays. and why wasn't the final decision coordinated with the wider assessment of the health benefits

to education and society? and so, we could have one announcement. and there is some political frustration about the delays. so, for example, the uk now has a lower percentage of its population immunised than denmark, spain, belgium and canada. so, the assessment now goes to chris whitty and the other chief medical officers, but for now, parents and children will have to wait. dr deepti gurdasani is a clinical epidemiologist at queen mary university of london. she strongly disagrees with thejcvi not recommending jabs for 12—15 year olds. the decision is frankly completely shocking. i mean, let's be clear, the benefit versus risk equation has been very, very clear for months and many countries have done this analysis. i'm rather shocked by the analysis

the jcvi have done because it's really misleading and vastly underestimated the risk to children by claiming the risk is two per million when they use population denominators in the actual risk of 10,000 for the same day daya they are using. but putting that aside, i mean, the idea that we should be looking at direct to children is important, but it's very, very clear that if you use the correct statistics, the benefits in terms of hospitalisations, deaths, long covid directed to children far outweigh the risks. so, we don't need to invoke wider benefits which also exist to justify vaccinating children. in fact, it's reckless not to give it, and they're having about 8000 children getting infected every day even before schools opened. and now we're putting children into schools without mitigations and without vaccination, and we know what's happened in scotland just weeks ago when schools went in and where there has been mass disruption and an increase in infection rates in this age group. kevin courtney is joint

general secretary of the national education union and joins us now. thank you very much for being with us. what do you make for thejcvi recommendation and the way they assemble the evidence and balance the evidence was met it is not my union's places i second—guess what scientists are saying about these things. we scientists are saying about these thins. ~ ., ., ., ., things. we have tried to follow the science throughout _ things. we have tried to follow the science throughout all _ things. we have tried to follow the science throughout all of _ things. we have tried to follow the science throughout all of this. - things. we have tried to follow the science throughout all of this. jcvi | science throughout all of this. jcvi have made — science throughout all of this. jcvi have made the _ science throughout all of this. jcvi have made the decision. _ science throughout all of this. jcvi have made the decision. we - science throughout all of this. jcvi have made the decision. we havel have made the decision. we have tried _ have made the decision. we have tried to _ have made the decision. we have tried to read _ have made the decision. we have tried to read the _ have made the decision. we have tried to read the decision, - have made the decision. we have tried to read the decision, and . have made the decision. we have tried to read the decision, and iti tried to read the decision, and it does say— tried to read the decision, and it does say they— tried to read the decision, and it does say they do _ tried to read the decision, and it does say they do think _ tried to read the decision, and it does say they do think there - tried to read the decision, and it does say they do think there is l tried to read the decision, and it does say they do think there is a net benefit — does say they do think there is a net benefit to _ does say they do think there is a net benefit to vaccinating - does say they do think there is a . net benefit to vaccinating children. they think— net benefit to vaccinating children. they think it's _ net benefit to vaccinating children. they think it's a _ net benefit to vaccinating children. they think it's a small _ net benefit to vaccinating children. they think it's a small net - net benefit to vaccinating children. they think it's a small net benefitl they think it's a small net benefit in medicai— they think it's a small net benefit in medical terms. _ they think it's a small net benefit in medical terms. you _ they think it's a small net benefit in medical terms. you just- they think it's a small net benefit in medical terms. you just heardl they think it's a small net benefit. in medical terms. you just heard the previous— in medical terms. you just heard the previous doctor _ in medical terms. you just heard the previous doctor disagrees _ in medical terms. you just heard the previous doctor disagrees and - in medical terms. you just heard the previous doctor disagrees and thinkl previous doctor disagrees and think there _ previous doctor disagrees and think there is— previous doctor disagrees and think there is a _ previous doctor disagrees and think there is a n1uch— previous doctor disagrees and think there is a much stronger— previous doctor disagrees and think there is a much stronger medical. there is a much stronger medical benefit, — there is a much stronger medical benefit, but _ there is a much stronger medical benefit, but now— there is a much stronger medical benefit, but now they _ there is a much stronger medical benefit, but now they have - there is a much stronger medical| benefit, but now they have asked there is a much stronger medical- benefit, but now they have asked the chief medical — benefit, but now they have asked the chief medical officer— benefit, but now they have asked the chief medical officer to _ benefit, but now they have asked the chief medical officer to look - chief medical 0fficer to look at other— chief medical officer to look at other benefits. _ chief medical officer to look at other benefits. and _ chief medical officer to look at other benefits. and we - chief medical officer to look at other benefits. and we are - chief medical officer to look at . other benefits. and we are really concerned — other benefits. and we are really concerned about _ other benefits. and we are really concerned about the _ other benefits. and we are really concerned about the amount - other benefits. and we are really concerned about the amount of i concerned about the amount of disruption _ concerned about the amount of disruption that— concerned about the amount of disruption that we _ concerned about the amount of disruption that we will- concerned about the amount of disruption that we will see - concerned about the amount of disruption that we will see in l disruption that we will see in schools— disruption that we will see in schools this _ disruption that we will see in schools this term _ disruption that we will see in schools this term that - disruption that we will see in - schools this term that vaccination could _ schools this term that vaccination could help — schools this term that vaccination could help set _ schools this term that vaccination could help set against _ schools this term that vaccination could help set against it. - schools this term that vaccination could help set against it. so, - could help set against it. so, schools — could help set against it. so, schools in _ could help set against it. so, schools in scotland _ could help set against it. so, schools in scotland opened l could help set against it. so, i schools in scotland opened up could help set against it. so, - schools in scotland opened up on the 18th of _ schools in scotland opened up on the

18th of august — schools in scotland opened up on the 18th of august by— schools in scotland opened up on the 18th of august. by the _ schools in scotland opened up on the 18th of august. by the 1st _ schools in scotland opened up on the 18th of august. by the 1st of - 18th of august. by the 1st of september, _ 18th of august. by the 1st of september, 34,000 - 18th of august. by the 1st ofi september, 34,000 children 18th of august. by the 1st of - september, 34,000 children were off school— september, 34,000 children were off school in _ september, 34,000 children were off school in scotland _ september, 34,000 children were off school in scotland for _ september, 34,000 children were off school in scotland for covid—19 - school in scotland for covid—19 related — school in scotland for covid—19 related reasons. _ school in scotland for covid—19 related reasons. and - school in scotland for covid—19 related reasons. and scotland| school in scotland for covid—19 i related reasons. and scotland is school in scotland for covid—19 - related reasons. and scotland is a lot smatter— related reasons. and scotland is a lot smaller than— related reasons. and scotland is a lot smaller than england. - related reasons. and scotland is a lot smaller than england. if- related reasons. and scotland is a lot smaller than england. if you i lot smaller than england. if you scaled — lot smaller than england. if you scaled that _ lot smaller than england. if you scaled that up _ lot smaller than england. if you scaled that up and _ lot smaller than england. if you scaled that up and we - lot smaller than england. if you scaled that up and we had - lot smaller than england. if you scaled that up and we had the i lot smaller than england. if you - scaled that up and we had the same pattern, _ scaled that up and we had the same pattern, that — scaled that up and we had the same pattern, that would _ scaled that up and we had the same pattern, that would be _ scaled that up and we had the same pattern, that would be 370,000 - pattern, that would be 370,000 chitdren— pattern, that would be 370,000 children off _ pattern, that would be 370,000 children off school _ pattern, that would be 370,000 children off school in _ pattern, that would be 370,000 children off school in a - pattern, that would be 370,000. children off school in a fortnight's time _ children off school in a fortnight's time in _ children off school in a fortnight's time in england _ children off school in a fortnight's time in england for— children off school in a fortnight's . time in england for covid—19 related reasons and — time in england for covid—19 related reasons. and i'm _ time in england for covid—19 related reasons. and i'm afraid _ time in england for covid—19 related reasons. and i'm afraid our- reasons. and i'm afraid our government— reasons. and i'm afraid our government has— reasons. and i'm afraid our government has not- reasons. and i'm afraid our government has not done i reasons. and i'm afraid our- government has not done enough yet to put— government has not done enough yet to put in— government has not done enough yet to put in place — government has not done enough yet to put in place mitigations _ government has not done enough yet to put in place mitigations to- government has not done enough yet to put in place mitigations to try- to put in place mitigations to try and stop— to put in place mitigations to try and stop the _ to put in place mitigations to try and stop the virus _ to put in place mitigations to try and stop the virus spreading. iti to put in place mitigations to try- and stop the virus spreading. it may not be _ and stop the virus spreading. it may not be that— and stop the virus spreading. it may not be that children _ and stop the virus spreading. it may not be that children get _ and stop the virus spreading. it may not be that children get ill, - and stop the virus spreading. it may not be that children get ill, but- not be that children get ill, but when _ not be that children get ill, but when they— not be that children get ill, but when they are _ not be that children get ill, but when they are positive, - not be that children get ill, but when they are positive, they i not be that children get ill, but. when they are positive, they will have _ when they are positive, they will have to — when they are positive, they will have to stay _ when they are positive, they will have to stay at _ when they are positive, they will have to stay at home _ when they are positive, they will have to stay at home and - when they are positive, they will have to stay at home and some i when they are positive, they will. have to stay at home and some of them _ have to stay at home and some of them may— have to stay at home and some of them may have _ have to stay at home and some of them may have symptoms - have to stay at home and some of them may have symptoms which i have to stay at home and some of i them may have symptoms which go have to stay at home and some of - them may have symptoms which go on longer _ them may have symptoms which go on longer so— them may have symptoms which go on longer so is— them may have symptoms which go on longer so is a — them may have symptoms which go on longer. so is a disruption— them may have symptoms which go on longer. so is a disruption in— longer. so is a disruption in schools— longer. so is a disruption in schools that _ longer. so is a disruption in schools that i _ longer. so is a disruption in schools that i think- longer. so is a disruption in schools that i think the - longer. so is a disruption ini schools that i think the chief medicai— schools that i think the chief medical officers— schools that i think the chief medical officers do- schools that i think the chief medical officers do need - schools that i think the chief medical officers do need toi schools that i think the chief- medical officers do need to look at come _ medical officers do need to look at come they— medical officers do need to look at come they should _ medical officers do need to look at come they should also _ medical officers do need to look atj come they should also recommend that the government— come they should also recommend that the government put— come they should also recommend that the government put in— come they should also recommend that the government put in place _ come they should also recommend that the government put in place further- the government put in place further mitigations— the government put in place further mitigations in— the government put in place further mitigations in schools _ the government put in place further mitigations in schools as _ the government put in place further mitigations in schools as well- the government put in place further mitigations in schools as well as - mitigations in schools as well as looking at— mitigations in schools as well as looking at vaccination. - mitigations in schools as well as looking at vaccination. [- mitigations in schools as well as looking at vaccination.— mitigations in schools as well as looking at vaccination. i wanted to ick u- on looking at vaccination. i wanted to pick up on those _ looking at vaccination. i wanted to pick up on those mitigation - looking at vaccination. i wanted to pick up on those mitigation areas | pick up on those mitigation areas because as you said we don't have to wait for a few weeks we get a final decision, hopefully not too long.

and if some other countries, they have been doing this earlier in the summer it was that honestly has given them perhaps a bit of an advantage. believing that aside, on the mitigation measures, testing and also the ability to ventilate buildings and teaching spaces and indeed spaces where staff are as well. what progress if any has been made in those two areas in england? so, on testing, secondary schools have _ so, on testing, secondary schools have set _ so, on testing, secondary schools have set up — so, on testing, secondary schools have set up and _ so, on testing, secondary schools have set up and they _ so, on testing, secondary schools have set up and they are - so, on testing, secondary schools have set up and they are testing i have set up and they are testing children— have set up and they are testing children twice _ have set up and they are testing children twice with _ have set up and they are testing children twice with lf _ have set up and they are testing children twice with lf t—tests i children twice with lf t—tests before — children twice with lf t—tests before children _ children twice with lf t—tests before children resume. - children twice with lf t—tests before children resume. that children twice with lf t—tests - before children resume. that will find some — before children resume. that will find some cases _ before children resume. that will find some cases with _ before children resume. that will find some cases with children - before children resume. that willi find some cases with children who will stay— find some cases with children who will stay at — find some cases with children who will stay at home _ find some cases with children who will stay at home and _ find some cases with children who will stay at home and not - find some cases with children who will stay at home and not infect. will stay at home and not infect other— will stay at home and not infect other children _ will stay at home and not infect other children in _ will stay at home and not infect other children in school. - will stay at home and not infect other children in school. but. will stay at home and not infect| other children in school. but we only— other children in school. but we only do— other children in school. but we oniy do that _ other children in school. but we only do that in _ other children in school. but we only do that in school _ other children in school. but we only do that in school twice - only do that in school twice and that is— only do that in school twice and that is what _ only do that in school twice and that is what government - only do that in school twice and that is what government has i only do that in school twice and - that is what government has asked. after that, — that is what government has asked. after that, the _ that is what government has asked. after that, the testing _ that is what government has asked. after that, the testing is— that is what government has asked. after that, the testing is attesting l after that, the testing is attesting that children — after that, the testing is attesting that children are _ after that, the testing is attesting that children are asked _ after that, the testing is attesting that children are asked to - after that, the testing is attesting that children are asked to do - after that, the testing is attesting that children are asked to do at i that children are asked to do at home _ that children are asked to do at home to — that children are asked to do at home to my— that children are asked to do at home to my secondary- that children are asked to do at home to my secondary children that children are asked to do at - home to my secondary children asked to do that _ home to my secondary children asked to do that twice — home to my secondary children asked to do that twice a _ home to my secondary children asked to do that twice a week _ home to my secondary children asked to do that twice a week at _ home to my secondary children asked to do that twice a week at home. - home to my secondary children asked to do that twice a week at home. i. to do that twice a week at home. i think— to do that twice a week at home. i think that's — to do that twice a week at home. i think that's a _ to do that twice a week at home. i think that's a good _ to do that twice a week at home. i think that's a good thing. - to do that twice a week at home. i think that's a good thing. the - think that's a good thing. the lateral flow— think that's a good thing. the lateral flow tests— think that's a good thing. the lateral flow tests don't - think that's a good thing. the lateral flow tests don't find i think that's a good thing. the - lateral flow tests don't find every case but —

lateral flow tests don't find every case but scientists _ lateral flow tests don't find every case but scientists tell _ lateral flow tests don't find every case but scientists tell us - lateral flow tests don't find every case but scientists tell us they. case but scientists tell us they find the — case but scientists tell us they find the most _ case but scientists tell us they find the most infectious - case but scientists tell us they find the most infectious of- case but scientists tell us they. find the most infectious of cases, but i _ find the most infectious of cases, but i think— find the most infectious of cases, but i think there _ find the most infectious of cases, but i think there needs— find the most infectious of cases, but i think there needs to - find the most infectious of cases, but i think there needs to be - find the most infectious of cases, but i think there needs to be a i find the most infectious of cases, | but i think there needs to be a lot more _ but i think there needs to be a lot more encouragement. _ but i think there needs to be a lot more encouragement. i— but i think there needs to be a lot more encouragement. i want- but i think there needs to be a lot more encouragement. i want to l more encouragement. i want to the prime _ more encouragement. i want to the prime minister— more encouragement. i want to the prime minister devoting _ more encouragement. i want to the prime minister devoting a _ more encouragement. i want to the prime minister devoting a downingl prime minister devoting a downing street— prime minister devoting a downing street press— prime minister devoting a downing street press broadcaster— prime minister devoting a downing street press broadcaster talking i prime minister devoting a downing street press broadcaster talking toj street press broadcaster talking to secondary — street press broadcaster talking to secondary students _ street press broadcaster talking to secondary students and _ street press broadcaster talking to secondary students and explainingj secondary students and explaining why it _ secondary students and explaining why it is _ secondary students and explaining why it is the — secondary students and explaining why it is the right— secondary students and explaining why it is the right thing _ secondary students and explaining why it is the right thing to - secondary students and explaining why it is the right thing to do. wel why it is the right thing to do. we also need — why it is the right thing to do. we also need to— why it is the right thing to do. we also need to look— why it is the right thing to do. we also need to look at _ why it is the right thing to do. we also need to look at whether - why it is the right thing to do. we also need to look at whether we i why it is the right thing to do. we . also need to look at whether we are testing _ also need to look at whether we are testing close contacts _ also need to look at whether we are testing close contacts of— also need to look at whether we are testing close contacts of children i testing close contacts of children who are — testing close contacts of children who are positive. _ testing close contacts of children who are positive. last _ testing close contacts of children who are positive. last term, - testing close contacts of children who are positive. last term, wel testing close contacts of children - who are positive. last term, we were sending _ who are positive. last term, we were sending them— who are positive. last term, we were sending them home. _ who are positive. last term, we were sending them home. that _ who are positive. last term, we were sending them home. that was - who are positive. last term, we were sending them home. that was the i sending them home. that was the government— sending them home. that was the government advice. _ sending them home. that was the government advice. this - sending them home. that was the government advice. this term, i sending them home. that was the i government advice. this term, they are just _ government advice. this term, they are just going — government advice. this term, they are just going to be _ government advice. this term, they are just going to be in _ government advice. this term, they are just going to be in school- government advice. this term, they are just going to be in school and i are just going to be in school and there _ are just going to be in school and there is— are just going to be in school and there is no— are just going to be in school and there is no testing _ are just going to be in school and there is no testing being - are just going to be in school and there is no testing being carried. there is no testing being carried out systematically. _ there is no testing being carried out systematically. we - there is no testing being carried out systematically. we should l there is no testing being carried i out systematically. we should look at whether— out systematically. we should look at whether lateral _ out systematically. we should look at whether lateral flow _ out systematically. we should look at whether lateral flow testing - out systematically. we should look at whether lateral flow testing in l at whether lateral flow testing in school _ at whether lateral flow testing in school with — at whether lateral flow testing in school with close _ at whether lateral flow testing in school with close contacts - school with close contacts happening _ school with close contacts happening. ventilation i school with close contacts| happening. ventilation we school with close contacts - happening. ventilation we now know much _ happening. ventilation we now know much more — happening. ventilation we now know much more about _ happening. ventilation we now know much more about with _ happening. ventilation we now know much more about with covid—19 - happening. ventilation we now know much more about with covid—19that| much more about with covid—19 that it is airborne — much more about with covid—19 that it is airborne and _ much more about with covid—19 that it is airborne and that _ much more about with covid—19 that it is airborne and that that _ much more about with covid—19 that it is airborne and that that is - much more about with covid—19 that it is airborne and that that is a - it is airborne and that that is a fundamental— it is airborne and that that is a fundamental means of- it is airborne and that that is a - fundamental means of transmission. so ventilation — fundamental means of transmission. so ventilation is _ fundamental means of transmission. so ventilation is really— fundamental means of transmission. so ventilation is really important. . so ventilation is really important. ventilation— so ventilation is really important. ventilation can _ so ventilation is really important. ventilation can be _ so ventilation is really important. ventilation can be as— so ventilation is really important. ventilation can be as simple - so ventilation is really important. ventilation can be as simple as l ventilation can be as simple as opening — ventilation can be as simple as opening the _ ventilation can be as simple as opening the windows, - ventilation can be as simple as opening the windows, but - ventilation can be as simple as opening the windows, but as l ventilation can be as simple asl opening the windows, but as we ventilation can be as simple as - opening the windows, but as we get into autumn, — opening the windows, but as we get into autumn, that _ opening the windows, but as we get into autumn, that can _ opening the windows, but as we get into autumn, that can lead - opening the windows, but as we get into autumn, that can lead to- opening the windows, but as we get into autumn, that can lead to real. into autumn, that can lead to real guestions — into autumn, that can lead to real questions about— into autumn, that can lead to real questions about temperature. - into autumn, that can lead to real. questions about temperature. some classrooms— questions about temperature. some classrooms don't— questions about temperature. some

classrooms don't have _ questions about temperature. some classrooms don't have windows - questions about temperature. some classrooms don't have windows that| classrooms don't have windows that open _ classrooms don't have windows that open some — classrooms don't have windows that open. some classrooms— classrooms don't have windows that open. some classrooms have - classrooms don't have windows that open. some classrooms have air- open. some classrooms have air conditioning _ open. some classrooms have air conditioning which _ open. some classrooms have air conditioning which is _ open. some classrooms have air conditioning which is set - open. some classrooms have air conditioning which is set to - conditioning which is set to recirculate _ conditioning which is set to recirculate the _ conditioning which is set to recirculate the air, - conditioning which is set to recirculate the air, and - conditioning which is set to| recirculate the air, and that conditioning which is set to - recirculate the air, and that won't work _ recirculate the air, and that won't work so— recirculate the air, and that won't work so you _ recirculate the air, and that won't work. so you have _ recirculate the air, and that won't work. so you have to _ recirculate the air, and that won't work. so you have to reset - recirculate the air, and that won't work. so you have to reset thosel work. so you have to reset those sorts _ work. so you have to reset those sorts of— work. so you have to reset those sorts of ventilation. _ work. so you have to reset those sorts of ventilation. the - work. so you have to reset those - sorts of ventilation. the government has now— sorts of ventilation. the government has now told — sorts of ventilation. the government has now told us— sorts of ventilation. the government has now told us very _ sorts of ventilation. the government has now told us very late _ sorts of ventilation. the government has now told us very late in - sorts of ventilation. the government has now told us very late in the - sorts of ventilation. the government has now told us very late in the day. has now told us very late in the day and under— has now told us very late in the day and under union— has now told us very late in the day and under union pressure _ has now told us very late in the day and under union pressure that - and under union pressure that they are going _ and under union pressure that they are going to— and under union pressure that they are going to roll— and under union pressure that they are going to roll out _ and under union pressure that they are going to roll out c02 _ are going to roll out c02 monitors, but those _ are going to roll out c02 monitors, but those monitors _ are going to roll out c02 monitors, but those monitors will— are going to roll out c02 monitors, but those monitors will tell - are going to roll out c02 monitors, but those monitors will tell you - but those monitors will tell you if you're _ but those monitors will tell you if you're ventilation _ but those monitors will tell you if you're ventilation is _ but those monitors will tell you if you're ventilation is not - but those monitors will tell you if you're ventilation is not good - you're ventilation is not good enough _ you're ventilation is not good enough it— you're ventilation is not good enough. it will— you're ventilation is not good enough. it will improve - you're ventilation is not good enough. it will improve it- you're ventilation is not good - enough. it will improve it magically but it— enough. it will improve it magically but it will— enough. it will improve it magically but it will tell — enough. it will improve it magically but it will tell you _ enough. it will improve it magically but it will tell you if— enough. it will improve it magically but it will tell you if there - enough. it will improve it magically but it will tell you if there is - enough. it will improve it magically but it will tell you if there is a - but it will tell you if there is a problem _ but it will tell you if there is a problem but— but it will tell you if there is a problem. but we _ but it will tell you if there is a problem. but we are - but it will tell you if there is a problem. but we are worriedl but it will tell you if there is a - problem. but we are worried that though— problem. but we are worried that though c02 — problem. but we are worried that though c02 monitors _ problem. but we are worried that though c02 monitors won't - problem. but we are worried that though c02 monitors won't get. problem. but we are worried that - though c02 monitors won't get rolled out into— though c02 monitors won't get rolled out into schools until— though c02 monitors won't get rolled out into schools until the _ though c02 monitors won't get rolled out into schools until the end - out into schools until the end of the star — out into schools until the end of the star so _ out into schools until the end of the star so i _ out into schools until the end of the star. so i come _ out into schools until the end of the star. so i come back- out into schools until the end of the star. so i come back to - out into schools until the end of the star. so i come back to thel the star. so i come back to the point, — the star. so i come back to the point, we — the star. so i come back to the point. we have _ the star. so i come back to the point, we have had _ the star. so i come back to the point, we have had 34,000 - the star. so i come back to the - point, we have had 34,000 children off school— point, we have had 34,000 children off school in — point, we have had 34,000 children off school in scotland _ point, we have had 34,000 children off school in scotland on _ point, we have had 34,000 children off school in scotland on the - point, we have had 34,000 children off school in scotland on the 1st - point, we have had 34,000 children off school in scotland on the 1st of. off school in scotland on the 1st of september — off school in scotland on the 1st of september if— off school in scotland on the 1st of september. if you _ off school in scotland on the 1st of september. if you scaled - off school in scotland on the 1st of september. if you scaled that - off school in scotland on the 1st of september. if you scaled that up i off school in scotland on the 1st of. september. if you scaled that up to england. _ september. if you scaled that up to england. it's— september. if you scaled that up to england, it's 370,000 _ september. if you scaled that up to england, it's 370,000 children. - september. if you scaled that up to england, it's 370,000 children. we hope _ england, it's 370,000 children. we hope that— england, it's 370,000 children. we hope that does _ england, it's 370,000 children. we hope that does not _ england, it's 370,000 children. we hope that does not happen, - england, it's 370,000 children. we hope that does not happen, but - england, it's 370,000 children. we hope that does not happen, but we| hope that does not happen, but we can all— hope that does not happen, but we can all hope — hope that does not happen, but we can all hope for— hope that does not happen, but we can all hope for the _ hope that does not happen, but we can all hope for the best _ hope that does not happen, but we can all hope for the best but - hope that does not happen, but we can all hope for the best but we - can all hope for the best but we have _ can all hope for the best but we have got— can all hope for the best but we have got planning _ can all hope for the best but we have got planning to _ can all hope for the best but we have got planning to try- can all hope for the best but we have got planning to try and - have got planning to try and that happening — have got planning to try and that ha eninr. ., ., have got planning to try and that ha ”enin. ., ., .,, have got planning to try and that ha henin _ ., ., .,, ., ~' happening. candidate, as ever, thank ou ve happening. candidate, as ever, thank you very much _ happening. candidate, as ever, thank you very much for _ happening. candidate, as ever, thank you very much for being _ happening. candidate, as ever, thank you very much for being with - happening. candidate, as ever, thank you very much for being with us. - and we'll find out how this story and many others are covered in tomorrow's front pages at 10:30pm

and 11:30pm this evening in the papers. 0ur guestsjoining me tonight are geraldine scott, the political correspondent for the press association, and broadcaster and journalist james lewer. a former conservative health secretary has said the government must "bite the bullet" and bring in tax rises to fund the nhs and social care. jeremy hunt said the pressures on the sector are only going to increase following the pandemic. the government is due to announce some measures next week to address the challenges faced by the nhs in england as the number of people waiting for procedures is at a record high. 0ur health editor hugh pym reports. i'm not half the man i was. compared to what i could do, i'm nowhere near the guy. wayne from derbyshire has had a painful and sometimes traumatic wait of more than two years for treatment for gallstones. after six months of assessment, he was put on the list for an operation early last year, but while waiting for surgery,

he became seriously ill and spent months in hospital. he had to learn to walk again and build up his strength. welcome home! and he was discharged from hospital in february. i should've been dealt with far sooner and this wouldn't have happened. being bitter�*s not going to solve this. solving it would be putting an end so going forward, these queues, these waiting lists are reduced. wayne still doesn't know when his operation will take place. he feels the delay and his condition getting worse just meant more nhs resources were needed for his care. so, what are the solutions? major north london hospitals, including this one, are working together to send patients to specialist centres. here, it's orthopaedic surgery. they're doing more operations than before the pandemic and are bringing in some who've had long waits. we know that waiting with advanced arthritis is causing significant-

problems with mobility, i obviously persistent pain. and, for many, their mental health has also suffered, so to be able - to get back to operate now is very rewarding for us. i and of course it's i good to see that our patients are getting - the treatment they require. how are you? i'm fine. william has given margaret a hip replacement. a few hours later, he's checking how she is. it's been quite tough. but i'm glad i've had it done now. the time has gone so quick. i'm glad i've had it done now, so i can be comfortable and not in no pain no more. this is a brand—new hospital facility, and they're working with partners across the local community to try to reduce waiting lists. the question is — will the nhs in some other areas be able to do the same? there's been extra nhs funding for this initiative. that's been welcomed by hospital leaders, though they say cutting the backlog will be a huge task. it's going to be a massive workload, we need a great deal

of investment to do it, and that's at every level. we've got to train more surgeons, train more anaesthetists, train more theatre staff. but above all, we need to be efficient, so when we have got these facilities, we really have to use them. we have to use them every day of the week. 0nlyjust come out of hospital a month before... one of the hospitals which treated wayne said there was progress tackling the backlog, but it was understood that long waits were distressing for patients. wayne has now been contacted about further checks, but there's still no date for his op. as well as dealing with the nhs backlog, the government is also looking at how to reform and pay for the social care system. hugh has been looking at what might planned. we don't have any detail yet, but we're told we're going to get something early next week and it will attempt to address the issue of means testing of social care in england. at the moment, if you have savings of more than £14,250, you have to meet some of your social care costs, and anything more than £23,250, you have to meet

all your social care costs. and if you go into a residential home, your value residential home, your value of your house is included in that, so it does end up with people having to sell their home and has caused a lot of anger and distress over the years. then there's the issue of a cap. in other words, can you limit the amount people have to pay from their own savings? back in 2015, the conservative manifesto had a pledge to cap care costs at £72,000, but it was never implemented. then there's the issue of the cost to local authorities of providing social care, extra funding for that, and there's speculation that could be funded by increased national insurance contributions. we'll have to wait until early next week. i should stay in scotland, there's a free personal care, a certain amount of that in northern ireland, and in wales, some care costs are already capped. well, a short time ago, i spoke to the former conservative health secretary,

stephen dorrell, and i asked him if it thought the time had come to fund social care properly. i think it is welcome actually. 0n the narrow— i think it is welcome actually. 0n the narrow issue of social care that the government is quite clearly speculating in public now about which _ speculating in public now about which tax — speculating in public now about which tax it is going to raise not whether— which tax it is going to raise not whether it — which tax it is going to raise not whether it is going to raise taxes but which — whether it is going to raise taxes but which tax it is going to raise in order— but which tax it is going to raise in order to — but which tax it is going to raise in order to address the social care crisis _ in order to address the social care crisis but— in order to address the social care crisis but i— in order to address the social care crisis. but i think alsojeremy hunt is quite _ crisis. but i think alsojeremy hunt is quite right to say that you cannot— is quite right to say that you cannot address social care on its own or— cannot address social care on its own or the — cannot address social care on its own or the health service on its own _ own or the health service on its own it — own or the health service on its own it is — own or the health service on its own. it is one health and care system, and the truth is as we look forward _ system, and the truth is as we look forward to— system, and the truth is as we look forward to the rest of this decade, both health and social care are going — both health and social care are going to — both health and social care are going to need more money. his --roosal going to need more money. his proposal is _ going to need more money. h 3 proposal is the national insurance system, and we have met esther

rights is a national insurance and a river as you remember as you were in the house of commons then when tony blair was prime ministerfor the house of commons then when tony blair was prime minister for the piece of commons then when tony blair was prime minister. he said it past gordon brown to bring the health spending up to the european average or that was the aspiration. is national insurance the right way to go for this, do you think was meant personally up in the most important thing actually is to ensure that there is more resources into health and social care and welcome the fact the government is going and speak in letting about that. i going and speak in letting about that. , , ., , , that. i will be personally putting it throu . h that. i will be personally putting it through national _ that. i will be personally putting it through national insurance. i | it through national insurance. i think— it through national insurance. i think that — it through national insurance. i think that tilts the burden onto younger— think that tilts the burden onto younger working people and is also of course _ younger working people and is also of course because whether national insurance _ of course because whether national insurance works, it caps the obligation at a mid level of impact. so income — obligation at a mid level of impact. so income tax is a favourite way of meeting _ so income tax is a favourite way of meeting this burden come personally i would _ meeting this burden come personally i would prefer income tax my but i think— i would prefer income tax my but i think national insurance is better than carrying on as we are.

well, we can speak now to professor sirjohn curtice, professor of politics at strathclyde university and polling expert. sirjohn joins us from glasgow. thank you for being with us as always. what do the polls suggest about attitudes towards social care equipment to things i think we can take away from certainly the work we have done at the national centre for social research, and one is that people are if they have of you are definitely less happy with the provision of social care than they are for example with a health service. �* ., are for example with a health service. . ., , ., are for example with a health service. �* ., , ., , service. around three fits of days the were service. around three fits of days they were happy _ service. around three fits of days they were happy with _ service. around three fits of days they were happy with the - service. around three fits of days they were happy with the health | they were happy with the health service — they were happy with the health service in— they were happy with the health service in contrast _ they were happy with the health service in contrast to _ they were happy with the health service in contrast to one - they were happy with the health service in contrast to one or- they were happy with the health i service in contrast to one or more of us _ service in contrast to one or more of us saying — service in contrast to one or more of us saying we _ service in contrast to one or more of us saying we are _ service in contrast to one or more of us saying we are dissatisfied i of us saying we are dissatisfied with social— of us saying we are dissatisfied with social care _ of us saying we are dissatisfied with social care then _ of us saying we are dissatisfied with social care then say - of us saying we are dissatisfied with social care then say we . of us saying we are dissatisfied | with social care then say we are satisfied — with social care then say we are satisfied. the _ with social care then say we are satisfied. the other— with social care then say we are satisfied. the other is- with social care then say we are satisfied. the other is a - with social care then say we are satisfied. the other is a cruciall satisfied. the other is a crucial caveat — satisfied. the other is a crucial caveat and _ satisfied. the other is a crucial caveat and that _ satisfied. the other is a crucial caveat and that is _ satisfied. the other is a crucial caveat and that is one - satisfied. the other is a crucial caveat and that is one of - satisfied. the other is a crucial caveat and that is one of the l caveat and that is one of the reasons _ caveat and that is one of the reasons why _ caveat and that is one of the reasons why this _ caveat and that is one of the reasons why this issue - caveat and that is one of the reasons why this issue has l caveat and that is one of the - reasons why this issue has not been settled _ reasons why this issue has not been settled until— reasons why this issue has not been settled until now. _ reasons why this issue has not been settled until now. most _ reasons why this issue has not been settled until now. most of _ reasons why this issue has not been settled until now. most of us - settled until now. most of us interact — settled until now. most of us interact with _ settled until now. most of us interact with the _ settled until now. most of us interact with the health - settled until now. most of us l interact with the health service settled until now. most of us -

interact with the health service at least _ interact with the health service at least on _ interact with the health service at least on an— interact with the health service at least on an occasional _ interact with the health service at least on an occasional basis. - least on an occasional basis. relatively— least on an occasional basis. relatively few— least on an occasional basis. relatively few of— least on an occasional basis. relatively few of us - least on an occasional basis. relatively few of us at - least on an occasional basis. relatively few of us at any. least on an occasional basis. . relatively few of us at any one point _ relatively few of us at any one point in — relatively few of us at any one point in time _ relatively few of us at any one point in time interact - relatively few of us at any one point in time interact with - relatively few of us at any one i point in time interact with social care, _ point in time interact with social care, and — point in time interact with social care, and most— point in time interact with social care, and most of— point in time interact with social care, and most of us— point in time interact with social care, and most of us hope - point in time interact with social care, and most of us hope we i point in time interact with social. care, and most of us hope we will never— care, and most of us hope we will never actually _ care, and most of us hope we will never actually need _ care, and most of us hope we will never actually need it. _ care, and most of us hope we will never actually need it. therefore i never actually need it. therefore guite _ never actually need it. therefore quite many— never actually need it. therefore quite many people _ never actually need it. therefore quite many people when - never actually need it. therefore quite many people when they'rel never actually need it. therefore - quite many people when they're asked about aftercare _ quite many people when they're asked about aftercare civilly _ quite many people when they're asked about aftercare civilly say _ quite many people when they're asked about aftercare civilly say frankly - about aftercare civilly say frankly i'm about aftercare civilly say frankly i'm really — about aftercare civilly say frankly i'm really not— about aftercare civilly say frankly i'm really not sure _ about aftercare civilly say frankly i'm really not sure how- about aftercare civilly say frankly i'm really not sure how well- about aftercare civilly say frankly i'm really not sure how well it's. i'm really not sure how well it's doing _ i'm really not sure how well it's doing at— i'm really not sure how well it's doing at all _ i'm really not sure how well it's doing at all. so _ i'm really not sure how well it's doing at all. so certainly - i'm really not sure how well it's doing at all. so certainly therel doing at all. so certainly there clearly — doing at all. so certainly there clearly is — doing at all. so certainly there clearly is an _ doing at all. so certainly there clearly is an area _ doing at all. so certainly there clearly is an area where - doing at all. so certainly there clearly is an area where those | doing at all. so certainly there . clearly is an area where those at least _ clearly is an area where those at least you — clearly is an area where those at least you have _ clearly is an area where those at least you have got _ clearly is an area where those at least you have got some - least you have got some understanding _ least you have got some understanding and - least you have got somej understanding and some least you have got some - understanding and some view, least you have got some _ understanding and some view, there is an inclination _ understanding and some view, there is an inclination to _ understanding and some view, there is an inclination to feel _ understanding and some view, there is an inclination to feel that - understanding and some view, there is an inclination to feel that it - is an inclination to feel that it needs— is an inclination to feel that it needs to _ is an inclination to feel that it needs to be _ is an inclination to feel that it needs to be improved. - is an inclination to feel that it needs to be improved. the i is an inclination to feel that it - needs to be improved. the second thing _ needs to be improved. the second thing we _ needs to be improved. the second thing we can— needs to be improved. the second thing we can say— needs to be improved. the second thing we can say is— needs to be improved. the second thing we can say is that _ needs to be improved. the second thing we can say is that it- needs to be improved. the second thing we can say is that it does- thing we can say is that it does look— thing we can say is that it does look as— thing we can say is that it does look as though _ thing we can say is that it does look as though for _ thing we can say is that it does look as though for the - thing we can say is that it does look as though for the most i thing we can say is that it does. look as though for the most part thing we can say is that it does- look as though for the most part the public— look as though for the most part the public think— look as though for the most part the public think that _ look as though for the most part the public think that the _ look as though for the most part the public think that the government - public think that the government does _ public think that the government does have — public think that the government does have a _ public think that the government does have a role _ public think that the government does have a role to _ public think that the government does have a role to play - public think that the government does have a role to play in - does have a role to play in the provision _ does have a role to play in the provision and _ does have a role to play in the provision and payment - does have a role to play in the provision and payment of - does have a role to play in the i provision and payment of social care _ provision and payment of social care though— provision and payment of social care. though not— provision and payment of social care. though not necessarily. provision and payment of social| care. though not necessarily on exclusive — care. though not necessarily on exclusive one~ _ care. though not necessarily on exclusive one. some _ care. though not necessarily on exclusive one. some of- care. though not necessarily on exclusive one. some of the - care. though not necessarily on - exclusive one. some of the moment came _ exclusive one. some of the moment came in— exclusive one. some of the moment came injust — exclusive one. some of the moment came injust over— exclusive one. some of the moment came injust overa— exclusive one. some of the moment came injust over a quarter- exclusive one. some of the moment came injust over a quarter of- exclusive one. some of the moment came injust over a quarter of us, i came injust over a quarter of us, when— came injust over a quarter of us, when given— came injust over a quarter of us, when given a _ came injust over a quarter of us, when given a range _ came injust over a quarter of us, when given a range of— came injust over a quarter of us, when given a range of options, i when given a range of options, say, well, _ when given a range of options, say, well, basically— when given a range of options, say, well, basically the _ when given a range of options, say, well, basically the individual- well, basically the individual should — well, basically the individual should pay— well, basically the individual should pay and _ well, basically the individual should pay and only - well, basically the individual should pay and only when i well, basically the individual. should pay and only when the individual— should pay and only when the individual spread _ should pay and only when the individual spread of— should pay and only when the individual spread of money i should pay and only when the individual spread of money toj should pay and only when the - individual spread of money to the government— individual spread of money to the government takeover, _ individual spread of money to the government takeover, which - individual spread of money to the government takeover, which ask| individual spread of money to the - government takeover, which ask upm explained _ government takeover, which ask upm explained is _ government takeover, which ask upm explained is essentially— government takeover, which ask upm explained is essentially the _ government takeover, which ask upm explained is essentially the system i explained is essentially the system we have _ explained is essentially the system we have the — explained is essentially the system

we have the moment. _ explained is essentially the system we have the moment. around - explained is essentially the system we have the moment. around twol we have the moment. around two thirds _ we have the moment. around two thirds of— we have the moment. around two thirds of a — we have the moment. around two thirds of a site _ we have the moment. around two thirds of a site frankly _ we have the moment. around two thirds of a site frankly the - thirds of a site frankly the government— thirds of a site frankly the government does- thirds of a site frankly the government does need i thirds of a site frankly the government does need to thirds of a site frankly the - government does need to pay more thirds of a site frankly the _ government does need to pay more of a significant _ government does need to pay more of a significant role _ government does need to pay more of a significant role than _ government does need to pay more of a significant role than this. _ government does need to pay more of a significant role than this. and - a significant role than this. and slightly— a significant role than this. and slightly more _ a significant role than this. and slightly more of— a significant role than this. and slightly more of us _ a significant role than this. and slightly more of us say- a significant role than this. and slightly more of us say that - slightly more of us say that actually _ slightly more of us say that actually the _ slightly more of us say that actually the system - slightly more of us say that| actually the system whereby slightly more of us say that - actually the system whereby the individual — actually the system whereby the individual should _ actually the system whereby the individual should pay— actually the system whereby the individual should pay so - actually the system whereby the individual should pay so much i actually the system whereby the i individual should pay so much but the total— individual should pay so much but the total that _ individual should pay so much but the total that they— individual should pay so much but the total that they pay— individual should pay so much but the total that they pay should - individual should pay so much but the total that they pay should be i the total that they pay should be capped. — the total that they pay should be capped. which _ the total that they pay should be capped. which of— the total that they pay should be capped, which of course - the total that they pay should be capped, which of course is - the total that they pay should be capped, which of course is a - capped, which of course is a provision _ capped, which of course is a provision that— capped, which of course is a provision that potentially. capped, which of course is a - provision that potentially protects somebody— provision that potentially protects somebody possibly _ provision that potentially protects somebody possibly asset - provision that potentially protects somebody possibly asset in - provision that potentially protects somebody possibly asset in the l provision that potentially protects i somebody possibly asset in the form of their— somebody possibly asset in the form of their home, — somebody possibly asset in the form of their home, that _ somebody possibly asset in the form of their home, that that _ somebody possibly asset in the form of their home, that that option - somebody possibly asset in the form of their home, that that option is - of their home, that that option is only more — of their home, that that option is only more popular— of their home, that that option is only more popular than - of their home, that that option is only more popular than the - only more popular than the government— only more popular than the government paying - only more popular than the government paying for- only more popular than the - government paying for everything. and is— government paying for everything. and is particularly— government paying for everything. and is particularly relatively- and is particularly relatively popular— and is particularly relatively popular amongst _ and is particularly relatively. popular amongst conservative and is particularly relatively- popular amongst conservative voters and perhaps— popular amongst conservative voters and perhaps one — popular amongst conservative voters and perhaps one can— popular amongst conservative voters and perhaps one can see _ popular amongst conservative voters and perhaps one can see why- popular amongst conservative voters and perhaps one can see why this - popular amongst conservative voters and perhaps one can see why this isi and perhaps one can see why this is the case _ and perhaps one can see why this is the case. conservative _ and perhaps one can see why this is the case. conservative voters - and perhaps one can see why this is the case. conservative voters for. the case. conservative voters for the case. conservative voters for the most — the case. conservative voters for the most part. _ the case. conservative voters for the most part, are _ the case. conservative voters for the most part, are less- the case. conservative voters for the most part, are less keen - the case. conservative voters for the most part, are less keen onl the most part, are less keen on taxes _ the most part, are less keen on taxes going _ the most part, are less keen on taxes going up— the most part, are less keen on taxes going up at— the most part, are less keen on taxes going up at the _ the most part, are less keen on taxes going up at the moment i the most part, are less keen on i taxes going up at the moment only around two — taxes going up at the moment only around two fifths _ taxes going up at the moment only around two fifths say— taxes going up at the moment only around two fifths say taxes - taxes going up at the moment only around two fifths say taxes to - taxes going up at the moment only around two fifths say taxes to be . around two fifths say taxes to be going _ around two fifths say taxes to be going up — around two fifths say taxes to be going up to — around two fifths say taxes to be going up to pay _ around two fifths say taxes to be going up to pay for— around two fifths say taxes to be going up to payfora _ around two fifths say taxes to be going up to pay for a better- around two fifths say taxes to be i going up to pay for a better health service _ going up to pay for a better health service. labour— going up to pay for a better health service. labour voters _ going up to pay for a better health service. labour voters are - going up to pay for a better health service. labour voters are about . going up to pay for a better health . service. labour voters are about two thirds but— service. labour voters are about two thirds but they— service. labour voters are about two thirds. but they are _ service. labour voters are about two thirds. but they are around - service. labour voters are about two thirds. but they are around half- service. labour voters are about two thirds. but they are around half of. thirds. but they are around half of conservative — thirds. but they are around half of conservative voters _ thirds. but they are around half of conservative voters say _ thirds. but they are around half of conservative voters say actually . conservative voters say actually this idea — conservative voters say actually this idea of _ conservative voters say actually this idea of camping _ conservative voters say actually this idea of camping commit - conservative voters say actually i this idea of camping commit which protects _ this idea of camping commit which protects the — this idea of camping commit which protects the acid _ this idea of camping commit which

protects the acid that _ this idea of camping commit which protects the acid that many- this idea of camping commit which protects the acid that many older. protects the acid that many older conservative _ protects the acid that many older conservative voters _ protects the acid that many older conservative voters have - protects the acid that many older i conservative voters have committed the same _ conservative voters have committed the same time — conservative voters have committed the same time the _ conservative voters have committed the same time the individual- conservative voters have committed the same time the individual pay. conservative voters have committedi the same time the individual pay for at least _ the same time the individual pay for at least for— the same time the individual pay for at least for a — the same time the individual pay for at least for a while, _ the same time the individual pay for at least for a while, seems - the same time the individual pay for at least for a while, seems to - the same time the individual pay for at least for a while, seems to meeti at least for a while, seems to meet their wish— at least for a while, seems to meet their wish on — at least for a while, seems to meet their wish on the _ at least for a while, seems to meet their wish on the one _ at least for a while, seems to meet their wish on the one hand - at least for a while, seems to meet their wish on the one hand for- their wish on the one hand for individuals— their wish on the one hand for individuals to _ their wish on the one hand for individuals to have _ their wish on the one hand for individuals to have some - individuals to have some responsibility, _ individuals to have some responsibility, but- individuals to have some responsibility, but in- individuals to have some responsibility, but in thei individuals to have some - responsibility, but in the end their own financial _ responsibility, but in the end their own financial assets _ responsibility, but in the end their own financial assets are _ responsibility, but in the end their| own financial assets are protected. the british— own financial assets are protected. the british attitude _ own financial assets are protected. the british attitude survey, - own financial assets are protected. the british attitude survey, and . the british attitude survey, and therefore it takes in scottish voters as well as english and welsh, which raises the question has the experience of having free social care had an impact on attitudes in scotland was meant the honest truth is when we last surveyed it, and it's been a while since we've done is, because it has gone off the agenda, is actually in scotland not that different than they are in england, and it is not clear that even north of the border a majority of the public say the government should be paying for everything in much the same way as it's not the case some of the border. 50 actually the case some of the border. so actually the exnerience _ case some of the border. so actually the experience in _ case some of the border. so actually the experience in scotland _ case some of the border. so actually the experience in scotland of- the experience in scotland of providing _ the experience in scotland of providing free _ the experience in scotland of providing free personal- the experience in scotland of providing free personal carei the experience in scotland of. providing free personal care has the experience in scotland of- providing free personal care has not necessarily— providing free personal care has not necessarily changed _ providing free personal care has not necessarily changed attitudes -

necessarily changed attitudes towards — necessarily changed attitudes towards payment. _ necessarily changed attitudes towards payment. that - necessarily changed attitudes towards payment. that said, i necessarily changed attitudes - towards payment. that said, scotland is now _ towards payment. that said, scotland is now having — towards payment. that said, scotland is now having its _ towards payment. that said, scotland is now having its own _ towards payment. that said, scotland is now having its own debate - towards payment. that said, scotland is now having its own debate about i is now having its own debate about aftercare _ is now having its own debate about aftercare and about _ is now having its own debate about aftercare and about payment - is now having its own debate about aftercare and about payment but . aftercare and about payment but also about _ aftercare and about payment but also about provision, _ aftercare and about payment but also about provision, and _ aftercare and about payment but also about provision, and the _ aftercare and about payment but also about provision, and the idea - aftercare and about payment but also about provision, and the idea of- about provision, and the idea of moving — about provision, and the idea of moving away— about provision, and the idea of moving away from _ about provision, and the idea of moving away from provision - about provision, and the idea of moving away from provision byi about provision, and the idea of- moving away from provision by local authorities— moving away from provision by local authorities to — moving away from provision by local authorities to a _ moving away from provision by local authorities to a single _ moving away from provision by local authorities to a single national- authorities to a single national care _ authorities to a single national care service _ authorities to a single national care service and _ authorities to a single national care service and effectively - authorities to a single national- care service and effectively moving in the _ care service and effectively moving in the direction _ care service and effectively moving in the direction of _ care service and effectively moving in the direction of making - care service and effectively moving in the direction of making it like i in the direction of making it like the health— in the direction of making it like the health service. _ in the direction of making it like the health service. so— in the direction of making it like the health service. so scotland| in the direction of making it like i the health service. so scotland is debating — the health service. so scotland is debating further— the health service. so scotland is debating further ahead _ the health service. so scotland is debating further ahead of- the health service. so scotland isi debating further ahead of england and it— debating further ahead of england and it may— debating further ahead of england and it may wett— debating further ahead of england and it may well be _ debating further ahead of england and it may well be that _ debating further ahead of england and it may well be that once - debating further ahead of england i and it may well be that once england has got _ and it may well be that once england has got better— and it may well be that once england has got better funding, _ and it may well be that once england has got better funding, the - and it may well be that once england has got better funding, the question| has got better funding, the question of revision— has got better funding, the question of revision and — has got better funding, the question of revision and it _ has got better funding, the question of revision and it provides _ has got better funding, the question of revision and it provides may- of revision and it provides may still be — of revision and it provides may still be another— of revision and it provides may still be another debate - of revision and it provides may still be another debate we - of revision and it provides mayi still be another debate we have of revision and it provides may. still be another debate we have in the future — still be another debate we have in the future dr— still be another debate we have in the future. �* , still be another debate we have in the future. . , . , ., the future. a brief last thought if i ma . it the future. a brief last thought if i may- it used — the future. a brief last thought if i may. it used to _ the future. a brief last thought if i may. it used to be _ the future. a brief last thought if i may. it used to be said - the future. a brief last thought if i may. it used to be said by - i may. it used to be said by some politicians that the problem with the british voter was that they wanted nordic quality public services but only wanted to pay us level taxation. is there any sense of that is changing?— of that is changing? the truth is that noes of that is changing? the truth is that goes up — of that is changing? the truth is that goes up and _ of that is changing? the truth is that goes up and down. - of that is changing? the truth is that goes up and down. and - of that is changing? the truth is that goes up and down. and it l of that is changing? the truth is - that goes up and down. and it goes up that goes up and down. and it goes up and _ that goes up and down. and it goes up and down — that goes up and down. and it goes up and down partly— that goes up and down. and it goes up and down partly in _ that goes up and down. and it goes up and down partly in response - that goes up and down. and it goes up and down partly in response to i up and down partly in response to whether— up and down partly in response to whether or— up and down partly in response to whether or not _ up and down partly in response to whether or not public _ up and down partly in response to whether or not public spending i up and down partly in response to whether or not public spending is| whether or not public spending is going _ whether or not public spending is going up— whether or not public spending is going up and _ whether or not public spending is going up and down. _ whether or not public spending is going up and down. but - whether or not public spending is going up and down. but certainly| going up and down. but certainly what _ going up and down. but certainly what does — going up and down. but certainly what does seem _

going up and down. but certainly what does seem the case - going up and down. but certainly what does seem the case come i going up and down. but certainlyl what does seem the case come at going up and down. but certainly- what does seem the case come at the moment— what does seem the case come at the moment roughly— what does seem the case come at the moment roughly speaking _ what does seem the case come at the moment roughly speaking on - what does seem the case come at the moment roughly speaking on a - moment roughly speaking on a question— moment roughly speaking on a question asked _ moment roughly speaking on a question asked on _ moment roughly speaking on a question asked on every - moment roughly speaking on a question asked on every year, i moment roughly speaking on a - question asked on every year, around half the _ question asked on every year, around half the people — question asked on every year, around half the people are _ question asked on every year, around half the people are now— question asked on every year, around half the people are now saying - half the people are now saying franktv— half the people are now saying franktv taxes _ half the people are now saying frankly taxes should _ half the people are now saying frankly taxes should go - half the people are now saying frankly taxes should go up in l frankly taxes should go up in order for us _ frankly taxes should go up in order for us to— frankly taxes should go up in order for us to be — frankly taxes should go up in order for us to be able _ frankly taxes should go up in order for us to be able to _ frankly taxes should go up in order for us to be able to spend - frankly taxes should go up in order for us to be able to spend more i frankly taxes should go up in order for us to be able to spend more on health— for us to be able to spend more on health and — for us to be able to spend more on health and education, _ for us to be able to spend more on health and education, and - health and education, and those assets _ health and education, and those assets are — health and education, and those assets are public— health and education, and those assets are public spending - health and education, and those assets are public spending that| health and education, and those . assets are public spending that are always _ assets are public spending that are always relatively _ assets are public spending that are always relatively popular. - assets are public spending that are always relatively popular. sure, i assets are public spending that arei always relatively popular. sure, the other— always relatively popular. sure, the other half— always relatively popular. sure, the other half of— always relatively popular. sure, the other half of us _ always relatively popular. sure, the other half of us are _ always relatively popular. sure, the other half of us are still _ always relatively popular. sure, the other half of us are still opposed i other half of us are still opposed woutd _ other half of us are still opposed would if— other half of us are still opposed would if you _ other half of us are still opposed would if you compare _ other half of us are still opposed would if you compare that - other half of us are still opposedi would if you compare that picture with the — would if you compare that picture with the picture _ would if you compare that picture with the picture during _ would if you compare that picture with the picture during the - would if you compare that picture with the picture during the yearsi would if you compare that picture i with the picture during the years of the conservative _ with the picture during the years of the conservative coalition- with the picture during the years of the conservative coalition between| the conservative coalition between 2010 and _ the conservative coalition between 2010 and 2015, _ the conservative coalition between 2010 and 2015, then _ the conservative coalition between 2010 and 2015, then it _ the conservative coalition between 2010 and 2015, then it was- the conservative coalition between 2010 and 2015, then it was less . the conservative coalition between. 2010 and 2015, then it was less than 40% of— 2010 and 2015, then it was less than 40% of us— 2010 and 2015, then it was less than 40% of us who — 2010 and 2015, then it was less than 40% of us who were _ 2010 and 2015, then it was less than 40% of us who were the _ 2010 and 2015, then it was less than 40% of us who were the same - 2010 and 2015, then it was less thanj 40% of us who were the same public spending _ 40% of us who were the same public spending should be _ 40% of us who were the same public spending should be giving _ 40% of us who were the same public spending should be giving up. - 40% of us who were the same public spending should be giving up. so - 40% of us who were the same public| spending should be giving up. so one does in _ spending should be giving up. so one does in the _ spending should be giving up. so one does in the sense _ spending should be giving up. so one does in the sense that _ spending should be giving up. so one does in the sense that some - spending should be giving up. so one does in the sense that some of- spending should be giving up. so one does in the sense that some of the l does in the sense that some of the consequences _ does in the sense that some of the consequences of— does in the sense that some of the consequences of austerity- does in the sense that some of the consequences of austerity and - consequences of austerity and the pandemic— consequences of austerity and the pandemic does— consequences of austerity and the pandemic does mean _ consequences of austerity and the pandemic does mean that - consequences of austerity and the pandemic does mean that the - consequences of austerity and the - pandemic does mean that the probably is now— pandemic does mean that the probably is now more _ pandemic does mean that the probably is now more appetite _ pandemic does mean that the probably is now more appetite across _ pandemic does mean that the probably is now more appetite across the - is now more appetite across the board, — is now more appetite across the board, across _ is now more appetite across the board, across electric— is now more appetite across the board, across electric for- is now more appetite across the board, across electric for higher taxation— board, across electric for higher taxation in— board, across electric for higher taxation in a _ board, across electric for higher taxation in a way— board, across electric for higher taxation in a way that _ board, across electric for higher taxation in a way that would - board, across electric for higher taxation in a way that would not have _ taxation in a way that would not have been— taxation in a way that would not have been true _ taxation in a way that would not have been true a _ taxation in a way that would not have been true a few _ taxation in a way that would not have been true a few years - taxation in a way that would notj have been true a few years ago. taxation in a way that would not. have been true a few years ago. this have been true a few years ago. as ever have been true a few years ago. ever come up pleasure to speak have been true a few years ago.- ever come up pleasure to speak to you. thanks very much for giving us that understanding of what the stats in the surveys say.

and now for the latest uk coronavirus figures. there were just over 42,000 new infections recorded in the latest 24—hour period, which means an average of 34,312 per day in the last week. the figures also show there were more than 7500 people in hospital being treated for coronavirus yesterday. 121 deaths were reported in the latest 24—hour period. that's people who died within 28 days of a positive covid—i9 test. that takes the average deaths per day to 114 over the last week. 0n vaccinations, more than 88% percent of people aged over 16 have had theirfirstjab, and more than 79% percent of people over 16 have had both doses. we will talk apparently about booster jabs we will talk apparently about boosterjabs is a topic of conversation in the coming days. the foreign secretary, dominic raab, says the uk and pakistan have a shared interest in securing a stable and peaceful future in afghanistan. mr raab, who's been visiting the border between the two countries, announced help for areas expecting an influx of refugees

in the wake of the taliban takeover, but said aid inside afghanistan would be given only to charities, not directly to the taliban. 0ur afghanistan correspondent secunder kermani with cameraman malik mudassir reports from kabul. side—by—side, taliban fighters and local residents. this is friday prayers in kabul. a cleric from the group tells the congregation theirjihad is changing — from a military campaign to one ridding society of corruption. they are still yet to establish a new government, but an announcement is expected soon. translation: what we want - the new government to do is tackle poverty and unemployment. whenever they announce it, people will be able to properly get back to work and the economy will improve. the most important is peace. prosperity second. and we must try to consolidate and make unity between

the afghan nations. already the face of this city is changing under the influence of its new rulers. for years, these blast walls, painted over with bright and inspiring murals, had been a colourful feature in kabul. now you can see women's faces are being blacked out and the taliban have told decorators to paint over all of this, replacing it with these black and white slogans. this one reads, "the blood of the martyrs has washed away the occupation." a glimpse of what the new afghanistan is going to look like. close by, this beautician's shop has also been ordered to paint over its signage. despite taliban assurances women will be allowed to work, many fear they'll be erased from public life. this morning in kabul, a protest by female activists demanding equal rights. earlier this week, taliban leaders

said women wouldn't be given senior roles in the new government. translation: throughout decades of war, women have suffered a lot, | mentally and physically. after a lot of effort, _ they managed to create a space for themselves and achieve some. equality and justice while retaining their islamic identity. if we lose all this, - it will have a very negative impact on afghanistan. some aren't waiting to find out what the new government will look like. these afghans are stuck at the border with pakistan. the uk's foreign secretary, who's been visiting pakistan, told the bbc he wanted the taliban to live up to promises to allow those afghans who are eligible to leave the country to do so. what's important for the uk and all of our partners, — whether it's in the us, but also in the region, including pakistan — is to try and exercise the maximum

moderating influence on the taliban. so, whether it's safe passage, whether it's no safe haven for terrorism, we need to send a clear message. afghanistan is changing fast and will change even more in the coming days. but no—one is yet clear what exactly the future will look like. secunder kermani, bbc news, kabul. the senior british commander on the ground in kabul has been speaking for the first time about the evacuation operation. the last of the 1000 british troops returned to uk at the weekend, after helping to rescue more than 15,000 people. brigadierjames martin says his troops did their duty in the midst of the most harrowing scenes. he's been talking to our defence correspondentjonathan beale. this is what british troops faced soon after they landed in the cauldron of kabul airport. the desperation of thousands of people trying to flee a country now under taliban control. soldiers trained for combat trying to instill some order in the chaos. a massive humanitarian mission

that has taken its toll. when you are dealing with a very large crowd that is fearful, in fear of its life, crushing, pressing against you, when women and children are being crushed and, yes, dying, in some cases, in your arms, your agency to deal with the situation and change it is very different than when you are on combat operations. there was emotions all the way through the operations. you can't see a young child, a baby, a woman crushed to death in front of you and then you having to deal with the aftermath of that, you can't see any of that without being emotional. there have been tears? yeah, of course there have been tears. and they did all this while their own lives were under threat. it culminated in a suicide attack just over a week ago. 13 of their us comrades were killed in the blast, along with more than 150 afghans who were hoping to get on a flight to freedom.

it was carnage, it was carnage. when that level of explosion and combination of shrapnel is detonated, there is only one result, and that is carnage. but the way in which i witnessed our soldiers react to that incident was, you know, one of the finest things i've seen. they ran towards the explosion. they provided immediate medical succour and support to the afghan civilians that had been wounded. brigadier martin himself has done several tours fighting the taliban, who are now back in control, so the question, was it worth it. what price 20 years of freedom for those people? what price no terrorist attacks emanating from afghanistan? so, you know, i put the ball back in your court. is that worth it? in the end, they helped rescue more than 15,000 people. and while questions still remain about the speed of the government's

response, who can question the courage, commitment and compassion shown by britain's armed forces? jonathan beale, bbc news. now it's time for a look at the weather with nick miller. hello. gradual changes under way with our weather this weekend as it turns warmer and a bit brighter in england and wales by sunday, same time by then, scotland and northern ireland with a chance of rain. until sunday, it's pretty much as you were, and that means plenty of cloud, as there will be as we get into tonight, and some drizzly rain possible from the thickest cloud. low cloud sitting on the hills giving foggy conditions and some patches of fog possible where we have clear spells, too, towards wales and south west england. temperatures for the most part holding up into double figures. and then into tomorrow, well, the best of any sunny spells will be in wales, southern england, especially south west england. a few in northern and northern scotland. plenty of cloud again elsewhere, the chance of some drizzly rain. the flow of air coming

in from the north sea towards the coast of eastern scotland and north east england. here, we'll keep temperatures into around about the mid—teens, whereas elsewhere, it's upper teens close to 20 and temperatures a little bit higher where you do get to see some sunshine. that's it for now. bye— bye. hello this is bbc news. the headlines. no mass rollout of covid jabs for healthy 12 to 15 year olds — for now. it will be up to chief medical officers to examine the wider issues involved. the risks and benefits are finely balanced. but the other wider considerations such as educational benefits need to be taken into consideration. calls for more money for the nhs to deal with backlog of operations and the increasing demand for social care. fear and desperation — british soldiers tell us about the chaos they witnessed during the kabul evacuations.

you can see a young child, a baby, a woman crushed to death in front of you and then you having to deal with the aftermath of that. you can't see any of that without being emotional. after the racist abuse directed at england players in hungary, football's world governing body says it is investigating. stealing a pet is to be made a specific criminal offence in england — after a rise in dog thefts during the pandemic. president biden is in louisiana to survey the damage wrought by storm ida — which has left residents without water, food and basic services, with more than 800,000 households still without power. the president — who arrived in the state earlier — is meeting governorjohn bel edwards and local officials and being given a tour of the damage caused by the storm. at least nine deaths were reported in lousiana, with another 44 killed as flash flooding and tornadoes hit the northeastern united states.

let's get more from our north america correspondent peter bowes in los angeles. notjust idaho not just idaho but notjust idaho but flash not just idaho but flash floods affecting new york and parts of pennsylvania. quite a lot going on right now for the president to be engaged with. right now for the president to be engaged with-— engaged with. yes. there is a big icture engaged with. yes. there is a big picture for _ engaged with. yes. there is a big picture for the — engaged with. yes. there is a big picture for the president - engaged with. yes. there is a big picture for the president to - engaged with. yes. there is a big picture for the president to be . picture for the president to be engaged with. at the moment he is focused on the town which is home to 29,000 peoplejust focused on the town which is home to 29,000 people just to the west of new orleans. one of the worst affected areas because of the hurricane that struck with mighty force on sunday, leaving a lot of people without homes that were habitable. a lot of people don't have electricity still. they don't have electricity still. they don't have access to fresh water and they are finding it difficult to find edible food. that's because of no electricity the food that they have is rotting in the refrigerators. it's a really difficult situation

for those people. the president has said that he is there and he has their backs. it's his way of saying that he is trying to offer some practical help. he says there is financial help as well. there's $100 million in federal help for that $500 for individuals just to take care of their very immediate needs. clearly as well as practical help there is a fact—finding trip for the president to look at the sheer devastation across louisiana. he's very well aware of the flooding in the northeast of the country. when he speaks later on today we expecting to say what he's doing, with the federal government is doing to people. but perhaps also some comments on that bigger picture on climate change. just comments on that bigger picture on climate change.— climate change. just on that auestion climate change. just on that question clearly _ climate change. just on that question clearly on - climate change. just on that question clearly on the - climate change. just on that question clearly on the run i climate change. just on that i question clearly on the run up climate change. just on that - question clearly on the run up to the glasgow conference. joe biden is made clear when he did in the uk at the g7 that he thinks climate crisis is the thing that has to be grasped the most. what sort of a broader message has the administration given

to the american people about the obligation on americans to do what they can to mitigate the impact of this? i they can to mitigate the impact of this? ~ , they can to mitigate the impact of this? ~' , . , this? i think 'ust in the last coule this? i think 'ust in the last couple of_ this? i thinkjust in the last couple of days _ this? i thinkjust in the last couple of days we've - this? i thinkjust in the last couple of days we've had . this? i thinkjust in the last couple of days we've had a | couple of days we've had a very clear message, notjust from the white house but officials, politicians around the country, especially in new york city that we really reached a tipping point. this week i think more than any other historically has illustrated that at least in the united states was up we got buyers in the northern part of california, we got the effects of this hurricane on the east coast, everything lamed it seems to climate change. therefore making it ever more important and critical that measures are taken to mitigate climate change. and we are all very well aware of what that means. that means less carbon fuel, fewer emissions, greater use of solar energy, etc. and were getting that message loud and clear. of course

does it met do necessarily means everybody believes it in this very politically charged atmosphere that we live in here in the united states? we got in here in the united states? we got in here in the united states? with an election coming year, clearly it will be a big issue. it's one and certainly the president is definitely hammering home to people. president is definitely hammering home to maple-— president is definitely hammering hometo --eole. ., ~ , . home to people. thank you very much. i should say — home to people. thank you very much. i should say that _ home to people. thank you very much. i should say that we _ home to people. thank you very much. i should say that we are _ home to people. thank you very much. i should say that we are hoping - home to people. thank you very much. i should say that we are hoping to - i should say that we are hoping to see the president make his remarks and we will of course bring them here on bbc news the course the next hour and a half. police in new zealand have shot dead a man who stabbed and wounded six people, three of them critically, in a supermarket in auckland. the prime minister jacinda ardern described the stabbings as terrorism. the man had been under 2a hour police surveillance, as a known supporter of the islamic state group — his attack lasted 60 seconds before officers opened fire. our correspondent shaima khalil sent this report. there's someone here with a knife. he's got a knife. panic and chaos at the countdown supermarket in auckland.

oh no. confused shoppers and an attacker on a stabbing rampage. then this. shots fired. as people tried to flee, the police shot him within 60 seconds of the attack. he stabbed this woman when she came out, i was going in. i went down to the other end and there was an old gentleman, european man, lying on the ground. the man, who has not been named, reportedly took a large knife from a display cabinet in the supermarket and stabbed six people. three are in critical condition. the prime minister, jacinda ardern, said he was inspired by the terror group so—called islamic state. the attacker had been under round—the—clock monitoring due to concerns about his ideology. he became a person of national security interest in 2016 and had been on a terror watch list.

questions have been raised about why no action against him was taken before six people were injured. the reality is that when you are surveilling someone on a 24/7 basis, it is not possible to be immediately next to them at all times. the staff intervened as quickly as they could and they prevented further injury in what was a terrifying situation. authorities are confident this was a lone wolf attack and that there is no further danger, after a day of terror that left a community in shock. shaima khalil, bbc news. football's world government body, fifa, is investigating racial abuse by hungary fans towards england players during last night's world cup qualifier in budapest. england condemned the abuse as "completely unacceptable" and borisjohnson has urged fifa to take "strong action" natalie pirks report. the atmosphere was hostile from the very start in the puskas arena. pleas not to boo england's

antiracism gesture of taking the knee fell on deaf ears. that is disappointing, so disappointing. led largely by the ultras. but as the night grew on, it got much worse. england players were pelted with plastic cups and some faced monkey chants from the stands by some of the so—called ultras. i don't think our players can do anything more than they have done over the last two or three years in trying to get the right messages out, take the right stands, and it's for other people to protect them, it's for me to protect them in the main, but for the authorities to protect them as well. many feel racist fans shouldn't have been there in the first place. hungary were handed a three—match ban by uefa, european football's governing body, for racism and homophobia this summer. but because last night's game was a world cup

qualifier, under fifa, the ban hadn't kicked in. this was a match that really should have been played behind closed doors. hungary have been sanctioned for three matches with one suspended by uefa following events at the euros. reallyjust five or six weeks ago. and then to see them playing a full house match against a big racially diverse team like england was disappointing. this morning, in budapest, there was sadness at what happened. the racism is very much a problem here in hungary. maybe they need to travel more around the world and see how other people behave. a report containing video evidence of the racism is now with fifa, but hungary's foreign minister dismissed the atmosphere last night as simply hostile, and similar to what italy faced at wembley in the european final. england does have its own problem with racist abuse in football, but for hungary, more sanctions are surely heading its way. natalie pirks, bbc news.

pet abduction is to be made a criminal offence in england, after a rise in thefts during the pandemic — about 2,000 dogs were reported stolen last year. at the moment, pet theft is treated the same as taking property — but ministers want a new law to acknowledge the emotional distress caused, to both animal and human. duncan kennedy reports. she had been in the family for ten years. but last year, roly, the blonde cockapoo, was stolen. it happened during a walk in open countryside. her owner, katie christie, says roly has never been found. i think lots of family pets are more than just a pet. they are members of the family. we really were devastated when she went and it's very traumatic. it's a year on and we still are very upset and hoping to get her back. some dog thefts are caught on camera. these two men on the right took a chihuahua on a london street and drove him off in this van.

the government says 2000 dogs were reported stolen last year, but it says current theft laws are not strong enough, so it's introducing a new offence of pet theft. we think that this has been a growing problem, often with organised gangs behind it. often when the police do bring prosecutions, they find there is other criminality linked to it. that is why we want to strengthen the law in this area. these stolen puppies were put up for sale from a car boot. prices rose sharply during the pandemic. hazel was just ten months old when she was stolen from becky taylor last summer. becky put up posters everywhere, from west sussex to ireland. incredibly, after 11 months, an anonymous tip—off has just led to hazel�*s return. i saw her coming up the road and i thought, i know that dog, it's my hazel. and then she crawled into my arms

and we had to drive someone safer and then i could cuddle her.