good morning, welcome to breakfast with louise minchin and dan walker. our headlines today. covid boosterjabs for the over 50s — details will be set out today for a uk wide programme, as the prime minister says the pandemic is farfrom over. vaccinations for children aged 12 to 15 will go ahead in england, after ministers confirmed last night that they accepted the chief medical officer's latest advice. the government has accepted this recommendation. we will now move with the same sense of urgency we've had at every point in our vaccination programme. lawyers for prince andrew tell a court in new york that sexual assault allegations filed against him are "baseless and potentially unlawful".

enjoying the limelight after her win at the us open — emma raducanu at one of fashion�*s biggest events of the year, new york's annual met gala. keeping stonehenge standing — the ancient monument undergoes its first major repairs in more than 60 years. and after a bit of a dalmstad, western areas should brighten up today. through central england we could see as much as i want to's worth of rainfall. that could cause minor flooding. worth of rainfall. that could cause minorflooding. details on breakfast. good morning. it's tuesday, the 14th of september. our top story. a uk—wide plan for covid booster jabs for the over—50s is expected to be set out by ministers this afternoon. it will form part of a strategy to manage the pandemic this winter, after it was confirmed last night that children aged 12 to 15 in england will be offered a single vaccine dose from next week. our health correspondent

michelle roberts reports. it's clear this will be no normal winter, and the nhs is braced for a very busy time. the pandemic continues, with plenty of coronavirus around to infect yet more people. on top of that there will be flu and other respiratory viruses that put pressure on the health service at this time of the year, as well as a backlog of treatments disrupted by covid. the prime minister is expected to announce today that certain measures, such as lockdowns, shouldn't be needed to control the virus during the coming months. in his plan for winter, mrjohnson is expected to repeal parts of the coronavirus act, such as powers to close schools and businesses, or restrict social gatherings. thejcvi, thejoint committee on vaccination and immunisation... and for the over 50s, they can expect confirmation later today that booster vaccines will be made available to them. thejcvi have received the data

from the cov boost study, where we looked at all the different vaccine brands, in some instances full doses and half doses, as to which is the best vaccine to boost with. and i can assure him that we will begin later this month with a major booster programme. of course, flu has already begun. and after ministers in england last night accepted advice from the uk's chief medical officers, there will be a drive to get children aged 12 to 15 vaccinated against coronavirus from next week. scotland, wales and northern ireland are expected to follow suit. i can confirm the government has accepted this recommendation. we will now move with the same sense of urgency we've had at every point in our vaccination programme. but questions remain about how it would work in practice. it opens up a number of other issues. logistically, how will this work in a school or college?

secondly, what happens if there is a dispute between a young person and their parent? what we don't want is our members, who lead our schools and colleges, to feel in any way that they are part of that. those are just some of the issues ministers and school leaders will need to grapple with as we head into the winter months, with the prime minister warning that the pandemic is far from over. michelle roberts, bbc news. let's get more now on the government's winter plan from our chief political correspondent, adam fleming. what else are we expecting to hearfrom ministers? well, we actually got a very short statement — well, we actually got a very short statement from boris johnson last night _ statement from boris johnson last night which has got it interesting bits _ night which has got it interesting bits the — night which has got it interesting bits. the prime minister said the pandemic— bits. the prime minister said the pandemic is far from over, preparing us for— pandemic is far from over, preparing us for this— pandemic is far from over, preparing us for this virus to be around for quite _ us for this virus to be around for quite a — us for this virus to be around for quite a long _ us for this virus to be around for quite a long time. that isjust in such— quite a long time. that isjust in such contrast to the sort of thing he would — such contrast to the sort of thing he would say at the start of the pandemic, when he said it could be over in— pandemic, when he said it could be over in a _ pandemic, when he said it could be over in a couple of months. he also says that _ over in a couple of months. he also says that thanks to the vaccine and the precautions the government is going _ the precautions the government is going to _ the precautions the government is

going to hold in reserve, they shouidh't_ going to hold in reserve, they shouldn't be a need for significant restrictions on our freedoms. that suqqests— restrictions on our freedoms. that suggests the restrictions on our freedoms — suggests the restrictions on our freedoms could be close to significant, so maybe not a national iockdown, _ significant, so maybe not a national lockdown, but in the worst case scenario — lockdown, but in the worst case scenario we may be asked to make some _ scenario we may be asked to make some sacrifices in terms of how we live our— some sacrifices in terms of how we live our lives. details will be set out later— live our lives. details will be set out later today. a lot of these things — out later today. a lot of these things will be kept in the tool box for various— things will be kept in the tool box for various scenarios that may or may— for various scenarios that may or may not — for various scenarios that may or may not emerge, depending on how the virus develops overwinter, and of course _ virus develops overwinter, and of course how — virus develops overwinter, and of course how it interacts with the flu, where _ course how it interacts with the flu, where ministers are expecting a potentially _ flu, where ministers are expecting a potentially quite complicated situation. things we have been talking — situation. things we have been talking about for the past couple of days wiii— talking about for the past couple of days will have been more strict rules— days will have been more strict rules about where you have to wear masks. _ rules about where you have to wear masks. wiii — rules about where you have to wear masks, will be a in emphasis to the idea of— masks, will be a in emphasis to the idea of working from home again? we will ask— idea of working from home again? we will ask tots _ idea of working from home again? we will ask lots of questions we have been _ will ask lots of questions we have been asking through this process. who wiii— been asking through this process. who will decide when these restrictions come in if they are needed? — restrictions come in if they are needed? what will be threshold speed

for when _ needed? what will be threshold speed for when they kick in? and what sort of patchwork will be and up with a crossing _ of patchwork will be and up with a crossing then? there will be a different — crossing then? there will be a different patchwork across the uk because _ different patchwork across the uk because of the different devolved administrations getting to implement versions— administrations getting to implement versions of their own plans. we are expecting _ versions of their own plans. we are expecting to hear from the prime minister— expecting to hear from the prime minister in — expecting to hear from the prime minister in downing street this afternoon. it will be against a bit of a sad — afternoon. it will be against a bit of a sad personal backdrop for him because _ of a sad personal backdrop for him because overnight we got the news that his _ because overnight we got the news that his mother charlotte had passed away~ _ that his mother charlotte had passed away~ so— that his mother charlotte had passed away. sojust that his mother charlotte had passed away. so just a that his mother charlotte had passed away. sojust a reminder that people in public— away. sojust a reminder that people in public life making big decisions on behalf— in public life making big decisions on behalf of the rest of us, still have _ on behalf of the rest of us, still have their— on behalf of the rest of us, still have their own personal family lives to live _ have their own personal family lives to live as _ have their own personal family lives to live as well.— and last night ministers confirmed their plan to push ahead with the vaccination of all 12—15 year olds in england. how has that decision been received? so, this has been long—awaited. ministers— so, this has been long—awaited. ministers were getting a bit frustrated it took scientist so long to actually get here. but got here we have — to actually get here. but got here we have a — to actually get here. but got here we have. a key bit of language. they are talking _ we have. a key bit of language. they are talking about offering the vaccines _

are talking about offering the vaccines to 12 to 15—year—olds. that is because — vaccines to 12 to 15—year—olds. that is because acknowledge scientists it is because acknowledge scientists it is a combination between the vaccinators, the parents and the child _ vaccinators, the parents and the child as — vaccinators, the parents and the child as well, because the children who are _ child as well, because the children who are getting the vaccine have to -ive who are getting the vaccine have to give their— who are getting the vaccine have to give their consent to receiving it. that _ give their consent to receiving it. that is— give their consent to receiving it. that is a — give their consent to receiving it. that is a long—standing convention, actually— that is a long—standing convention, actually part of the law in the uk for decades. you hear a little bit of concern — for decades. you hear a little bit of concern from teachers and head teachers _ of concern from teachers and head teachers that they are going to be drawn— teachers that they are going to be drawn into — teachers that they are going to be drawn into this. i was speaking to a head _ drawn into this. i was speaking to a head teacher from suffolk last night — head teacher from suffolk last night. and he was saying this is very— night. and he was saying this is very much— night. and he was saying this is very much up to the nhs and of the people _ very much up to the nhs and of the people administering the vaccines. we as— people administering the vaccines. we as the — people administering the vaccines. we as the schooljust want to provide — we as the schooljust want to provide the venue. if we have to collect _ provide the venue. if we have to collect consent forms and hand out teafiets, _ collect consent forms and hand out leaflets, we will do that. with the teaching — leaflets, we will do that. with the teaching profession very much not wanting _ teaching profession very much not wanting to — teaching profession very much not wanting to get involved in this issue. — wanting to get involved in this issue, which is quite controversial for some — issue, which is quite controversial for some parents.— issue, which is quite controversial for some parents. adam, thank you for some parents. adam, thank you for that. we'll be speaking to the vaccines minister, nadhim zahawi, at half past seven. also speaking to a head teacher. we

would love to hear from you this morning. what do you think of those plans specifically? let’s morning. what do you think of those plans specifically?— plans specifically? let's get some secific plans specifically? let's get some specific questions _ plans specifically? let's get some specific questions for _ plans specifically? let's get some specific questions for the - plans specifically? let's get some | specific questions for the vaccines minister. one of those mornings we are seeking as much information as possible. prince andrew's lawyers have told a pre—trial hearing that legal action accusing him of sexual assault is "baseless" and should be dismissed. virginia giuffre has launched a civil lawsuit over the alleged abuse, which she says happened two decades ago, when she was 17. the duke of york has consistently denied ms giuffre's claims. our north america correspondent nada tawfik sent this report. well, this first hearing really centred more on procedure rather than the allegations. those allegations, of course, virginia giuffre accusing prince andrew of sexually assaulting her in london, new york and the us virgin islands when she was just 17 years old. now the duke of york has strenuously denied those allegations, even saying he has no recollection of ever meeting virginia giuffre.

but in court it really did focus on the steps ahead. prince andrew's attorney told the court he had two main arguments. first, that the papers were not properly served to the duke of york, that the uk high court had to weigh in on the legality of service. and secondly, he said they believed this lawsuit was potentially unlawful and baseless. and what they said they wanted was to see a 2009 settlement agreement between virginia giuffre and jeffrey epstein. now they believe there is a release in that agreement which would absolve the duke of york of any legal obligation. now, virginia giuffre's attorneys, in response, said they thought that was a mischaracterisation of that settlement. they also said if prince andrew does feel that he was not properly

served, that he needs to put in a formal motion through the court, so that could be litigated. the judge will hear oral arguments in october, october 13, and that will be in person. the next chance these parties will have to once again debate whether this case can get under way. travel body abta is calling for a significant overhaul of the government's traffic light system. the group says measures, including the use of pcr testing, means the industry is still not able to function fully and are putting people off from travelling. the government says it recognises the challenging time facing the sector and keeps the system under review. tuxedo sweat pants, a suit of armour and a floor—length feather cape were some of the outlandish outfits on display at the met gala in new york last night — one of the biggest events in fashion. celebrities like billie eilish, kim kardashian, and the new us open champion emma raducanu, were there, as mark lobel reports.

celebrating the best of american fashion, billie eilish in step with marilyn monroe. meanwhile, taking off next — possibly the world's newest grammy award—winning superhero. rap man lil nas is certainly in touch with himself. tennis star naomi osaka's heritage was centre court in this colourful mixture of herjapanese and american backgrounds. and fresh from her a—levels, oh, and that tennis match, look, it's emma raducanu. new york is back! the us open, the met. i've kind of gotten used to being a little introvert but i'm back on site, so. i'm excited to see everybody. we've had a tough time so to be back, to be here at my first met, to take up space, to chop my hair off,

it's just a whole thing. horn band plays. actress nicola peltz wasjoined by her beau brooklyn beckham. and one leading radical democratic politician used her gown as a visual frown to the many tuning in to this expensive fundraiser. while others just chose to dress less. or go full feather. the showstopping outfits kept coming. after last year's show was cancelled, it seems these mainly young celebrities couldn't wait to get back out into the limelight. mark lobel, bbc news. i could watch that for hours! i mean, they are some magnificent outfits. , , ., time for the weather now, with matt. this looks really foreboding. good

morninu. this looks really foreboding. good morning- yes- _ this looks really foreboding. good morning. yes. it _ this looks really foreboding. good morning. yes. it could _ this looks really foreboding. good morning. yes. it could be - this looks really foreboding. good morning. yes. it could be a - this looks really foreboding. good morning. yes. it could be a good deal brighter today. across some parts of england, particularly central and eastern england, lots of heavy rain today. we could see as much as a month's worth in some places. we are focusing on this batch of rain. a rumble of thunder, a flash of lightning. now towards the south—east corner. still some rain across western parts of england, wales, western scotland. that will continue through the morning. brighten up. those intense bursts of rain will push up the eastern part of england. easing away from the southern coastal counties. it should brighten up touch. i was brighter towards the west, warmer as well. it is across parts of the east midlands, lincolnshire and yorkshire where there is greater concern for those high amounts of rainfall, which could cause minorflooding.

some lively showers to the west of northern ireland, the odd shower in western scotland. that heavy rain will gradually ease away through the first part of the coming night from eastern part of england. with light winds, all that moisture around, we could see misty and murky conditions to take us into tomorrow morning. a slightly fresher start to tomorrow morning as well. low cloud gradually breaking up. sunny spells tomorrow. thursday the brighter of the days. some of the wettest conditions will be through today. more than half an hour. "the pandemic is farfrom over" — that's the warning from the prime minister ahead of today's unveiling of the covid winter strategy for england. the plan aims to reduce pressure on hospitals, but some frontline staff say they're already concerned about their current workload. let's speak to dr zudin puthucheary, who is a member of the intensive care society.

good morning. nice to speak to you. give us an idea if you can of what conditions are like for yourself, for your fellow members of staff at the hospital at the moment? 50. the hospital at the moment? so, around the _ the hospital at the moment? so, around the country many covid units have been— around the country many covid units have been reopened for this third wave _ have been reopened for this third wave. staff are exhausted. we are still dealing with the aftermath of the last— still dealing with the aftermath of the last wave. many of ourjunior doctors. — the last wave. many of ourjunior doctors, nurses and consultants are off sick— doctors, nurses and consultants are off sick with — doctors, nurses and consultants are off sick with significant mental health— off sick with significant mental health stress. and so we are struggling. struggling in london and around _ struggling. struggling in london and around the country. and that's now before _ around the country. and that's now before winter even begins to kick in. before winter even begins to kick in primary— before winter even begins to kick in. primary care is struggling. our gps, _ in. primary care is struggling. our gps, who— in. primary care is struggling. our gps, who delivered 90% of the vaccinations, are really struggling to cope _ vaccinations, are really struggling to cope with the backlog. this makes an impact— to cope with the backlog. this makes an impact on— to cope with the backlog. this makes an impact on the emergency departments and on to ourselves as well as— departments and on to ourselves as well as other hospital staff. listening to what you are saying there, you're talking about numbers,

but staff being off, i would imagine it is quite hard to keep morale up? there is no doubt micro there is no moraie _ there is no doubt micro there is no morale. morale is at an all—time low _ morale. morale is at an all—time low it's— morale. morale is at an all—time low. it's made worse by the fact we have very _ low. it's made worse by the fact we have very low staffing levels, so the staff— have very low staffing levels, so the staff that are around are even more _ the staff that are around are even more stretched, yes. find the staff that are around are even more stretched, yes.— the staff that are around are even more stretched, yes. and what about those who will _ more stretched, yes. and what about those who will be _ more stretched, yes. and what about those who will be watching _ more stretched, yes. and what about those who will be watching this - those who will be watching this morning who are worried about what the winter will bring? how will the issues that you are talking about, how is that going to affect services? i how is that going to affect services?— how is that going to affect services? ~' ., ~ how is that going to affect services? ,, ., . services? i don't know. we don't know the answer _ services? i don't know. we don't know the answer to _ services? i don't know. we don't know the answer to this. - services? i don't know. we don't know the answer to this. we - services? i don't know. we don't know the answer to this. we can | services? i don't know. we don't - know the answer to this. we can only see services— know the answer to this. we can only see services stretching further and break— see services stretching further and break frankly. the quality of care we have — break frankly. the quality of care we have for our patients really suffered — we have for our patients really suffered during the pandemic, the first and _ suffered during the pandemic, the first and second waves, and now the third way _ first and second waves, and now the third way. we can only see this happening again unless there is a plan to— happening again unless there is a plan to deal with the increase in patients— plan to deal with the increase in patients and patient load. when you

heard, i patients and patient load. when you heard. i can't— patients and patient load. when you heard, i can't remember, _ patients and patient load. when you heard, i can't remember, last - patients and patient load. when you heard, i can't remember, last week| heard, i can't remember, last week or are we before, but the money going into the nhs to try to restart things, to bring waiting lists down, i know we are talking specifically about intensive care this morning, but do you have optimism that that will help over the next few months? it's hard to have optimism because the greatest resource, the biggest thin- the greatest resource, the biggest thing about the national health service. — thing about the national health service, is its staff. and a single one-off— service, is its staff. and a single one—off injection is not going to make _ one—off injection is not going to make a — one—off injection is not going to make a difference —— where any difference — make a difference —— where any difference to staff. you can't train beoble _ difference to staff. you can't train people with a single one—off injection, you can't retain people. i injection, you can't retain people. i find _ injection, you can't retain people. i find it— injection, you can't retain people. i find it hard — injection, you can't retain people. i find it hard to be optimistic. you talk about some _ i find it hard to be optimistic. q'm. talk about some pretty serious problems here. how would you address the current situation? how do you get those staff members back, how do you boost morale? how do you change things? the picture you are painting is quite a bleak one this morning?

yes. it is a bleak one. and i'm afraid — yes. it is a bleak one. and i'm afraid i— yes. it is a bleak one. and i'm afraid i don't have those answers. those _ afraid i don't have those answers. those are — afraid i don't have those answers. those are questions you really need to be _ those are questions you really need to be putting to our health ministers and our politicians. what we need _ ministers and our politicians. what we need to— ministers and our politicians. what we need to do is make the nhs a place _ we need to do is make the nhs a place that— we need to do is make the nhs a place that is attractive to staff to work _ place that is attractive to staff to work in — place that is attractive to staff to work in. you need to retain those members — work in. you need to retain those members of— work in. you need to retain those members of staff that we have. you want them — members of staff that we have. you want them to be interested in coming to work _ want them to be interested in coming to work you — want them to be interested in coming to work. you want them to be supported _ to work. you want them to be supported in coming to work. you want _ supported in coming to work. you want their— supported in coming to work. you want their health problems, their mental— want their health problems, their mental health problems, to be looked after _ mental health problems, to be looked after and _ mental health problems, to be looked after. and that is really what we need _ after. and that is really what we need right — after. and that is really what we need right now. we after. and that is really what we need right now.— after. and that is really what we need right now. we will be speaking to the vaccines _ need right now. we will be speaking to the vaccines minister _ need right now. we will be speaking to the vaccines minister later- to the vaccines minister later today. the booster plan for the over 50s is expected to be announced by the government later. is that something you would support? wholeheartedly. the intensive care society. _ wholeheartedly. the intensive care society, the nhs and the rest, will wholeheartedly support boosterjabs, wholeheartedly support booster jabs, but also _ wholeheartedly support boosterjabs, but also the need for everyone to go out and _ but also the need for everyone to go out and have their flu vaccine, because — out and have their flu vaccine,

because the combination of covid—19 and the _ because the combination of covid—19 and the flu _ because the combination of covid—19 and the flu would be disastrous for the nhs _ and the flu would be disastrous for the nhs this winter. gk, and the flu would be disastrous for the nhs this winter.— and the flu would be disastrous for the nhs this winter. 0k, really good to seak to the nhs this winter. 0k, really good to speak to you- _ the nhs this winter. 0k, really good to speak to you. thank _ the nhs this winter. 0k, really good to speak to you. thank you - the nhs this winter. 0k, really good to speak to you. thank you very - to speak to you. thank you very much. i hope you have a good day. it much. i hope you have a good day. it is a stark picture. we will be speaking to the vaccines minister a little bit later about all sorts of things, which were also mentioned in that interview. let's take a look at today's papers. the times is leading on covid vaccines, and says that 33 million adults over 50 will be offered a pfizer or moderna boosterjab in the coming months. it also reports on the decision to allow children over 12 to be given one dose of the pfizer vaccine. the telegraph is reporting on the death of the prime minister's mother. the paper says that charlotte johnson wahl, who was a painter, has died aged 79 at st mary's hospital in london. �*emma's queen of nyc�* is the headline in the metro this morning. following emma raducanu's sensational win at the us open, the picture shows her celebrating in front of a billboard in new york.

i love this picture. basically the picture of —— is of her looking at herself. 50 picture of -- is of her looking at herself. _, ., , �* picture of -- is of her looking at herself. . , �* and one of the most read articles on the bbc website is a first look at the contestants heading into the famous tent for the next series of the great british bake off. we love that in our house. the kids absolutely love it. taste we love that in our house. the kids absolutely love it.— absolutely love it. we plan for it. as absolutely love it. we plan for it. its wonderful _ absolutely love it. we plan for it. as wonderful and _ absolutely love it. we plan for it. as wonderful and fun _ absolutely love it. we plan for it. as wonderful and fun and - absolutely love it. we plan for it. | as wonderful and fun and warm... there is a police detective in there, retired midwife, a psychology student, all among those taking part. it returns next week. filth. part. it returns next week. 0h, excitin: part. it returns next week. 0h, exciting stuff. _ part. it returns next week. 0h, exciting stuff. what _ part. it returns next week. ©“i, exciting stuff. what you want to talk about?— exciting stuff. what you want to talk about? �* ., ., ., .., talk about? i've got a fat cat here. you want to _ talk about? i've got a fat cat here. you want to look _ talk about? i've got a fat cat here. you want to look at _ talk about? i've got a fat cat here. you want to look at keith, - talk about? i've got a fat cat here. you want to look at keith, the - talk about? i've got a fat cat here. you want to look at keith, the big | you want to look at keith, the big cat? i love animals with human names. this is key. keith is twice the size of a normal cat. big posts

is one of the ponds. apparently he eats pizza. he even eats pizza. his owner has spent £2500 on blood tests to try to find out why he is always hungry. it's still a mystery. he sneaks into the fridge, breaks into cupboards, eats all sorts and weighs £245. it sounds like a labrador, not a cat. i love this story. i love all those things likejurassic park and the rest of it. this idea comes straight out ofjurassic park, to recreate woolly mammoths. they vanished 10,000 years ago from the face of the earth. scientists trying to bring them back, recreate mammoths and return them to the wild. this has been discussed seriously for more than a decade. with fresh funding they now believe it could actually become a reality, which seems quite extraordinary. and

straight out ofjurassic park. there you go. i straight out ofjurassic park. there ou no. ., �* straight out ofjurassic park. there ou io, ., �* 4' ., straight out ofjurassic park. there ouo. ~ ., ., straight out ofjurassic park. there oqu. ~ ., ., ., you go. i don't know if you've had a new car recently, _ you go. i don't know if you've had a new car recently, but _ you go. i don't know if you've had a new car recently, but you _ you go. i don't know if you've had a new car recently, but you know - you go. i don't know if you've had a| new car recently, but you know that new car recently, but you know that new car recently, but you know that new car smell? i new car recently, but you know that new car smell?— new car recently, but you know that new car smell? i do. this is a man here, new car smell? i do. this is a man here. and — new car smell? i do. this is a man here. and his _ new car smell? i do. this is a man here, and his job— new car smell? i do. this is a man here, and his job is— new car smell? i do. this is a man here, and his job is to _ new car smell? i do. this is a man here, and his job is to find - new car smell? i do. this is a man here, and hisjob is to find the right smell for a new car. he is a chemist. he has got a finely tuned nose, it says. so finely tuned that nissan have employed him. he has got a degree in chemistry and forensic science. they hired him as an older evaluation lead engineer. as a child he could tell the difference between posh nosh and own brand of supermarket alternatives just by smelling them. supermarket alternatives 'ust by smelling them.�* supermarket alternatives just by smelling them.- yeah. . supermarket alternatives just by | smelling them.- yeah. he supermarket alternatives just by i smelling them.- yeah. he is smelling them. really? yeah. he is iioin to smelling them. really? yeah. he is going to start _ smelling them. really? yeah. he is going to start his _ smelling them. really? yeah. he is going to start his new— smelling them. really? yeah. he is going to start his newjob _ smelling them. really? yeah. he is going to start his newjob to - smelling them. really? yeah. he is going to start his newjob to find . smelling them. really? yeah. he is going to start his newjob to find a i going to start his newjob to find a perfect aroma for a car. striving to create the new motor aroma. fine

create the new motor aroma. one thini create the new motor aroma. one thing before — create the new motor aroma. one thing before i— create the new motor aroma. one thing before i go. _ create the new motor aroma. one thing before i go. the christmas word, can you believe it? already it is being mentioned in the papers. families are being warned last night about toy shortages ahead of christmas. the covid related disruption to global shipping has left supermarkets without some product lines, and it also threatens the delivery of toys from china, where many toys are made. i warned you. get shopping. i got where many toys are made. i warned you- get shopping-— you. get shopping. i got a new car recently in — you. get shopping. i got a new car recently in a _ you. get shopping. i got a new car recently in a band _ you. get shopping. i got a new car recently in a band the _ you. get shopping. i got a new car recently in a band the kids - you. get shopping. i got a new car recently in a band the kids from i recently in a band the kids from eating there. found a banana skin in there yesterday. unbelievable. lack of respect. 23 there yesterday. unbelievable. lack of res-ect. j: , , it's thousands of years old and one of the world's most famous prehistoric monuments. the question is, how do you keep stonehenge standing? after assessing the stones, english heritage has launched a major conservation project to keep the site safe for the future, as breakfast'sjohn maguire has been finding out.

metal scaffolding may be an incongruous sight next to the ancient structure. and it will be taken down every evening over the next few weeks, such is the determination to keep stonehenge open and looking as normal as possible. this conservation work is, in itself, historic. the last time something of this scale was undertaken was more than 60 years ago, when the ladders were wooden, you could smoke a pipe while working, and protective headgear was a woolly hat. much has changed over the decades, but the problems remain. a few years ago we did do a laser scan of every single stone, so we got a very good record now of all the cracks and the holes, a lot of which are natural and geological. but also, one of the lintels, for example, was stitched together in the 19505, so we're going to be doing some repair work to that, because at the time they used

a mortar that was very hard and we are going to replace that with lime mortar. surveying the earlier work at the time was 18—year—old richard woodman—bailey. his father was the chief architect, and young richard concealed a coin within the stones. today, 63 years on, despite being older and wiser, he will do the same again with a £2 coin, struck specially for the occasion by the royal mint. it's a real honour for me to be able to do this today. over 60 years has passed, and to find it's something that's been remembered and has been recorded, in fact, is happening, to be able now, as they are going to be doing some further minor repairs to some of the stones this year, to follow up that 1958 coin with a 2021 britannia £2 coin, is really a great honour indeed. repairing, restoring, conserving —

there are subtle differences. and at this world heritage site everything is tightly controlled. after all, they are working in the footsteps of giants. they may not have used phrases like structural engineer or architect a500 years ago, but they were very clever people. on top of each pillar there's a tenonjoint, that bit of rock that you can see sticking up. they would then go inside this mortise hole. so the lintels would have sat on top of the pillars. we think this one was never actually placed on top of the pillar. we don't know why. as with so much in stonehenge, it remains a mystery. with our changing climate, english heritage is aware the stones will face different weather patterns, so the hope is to future proof the work for at least the next 60, 70, maybe 100 years. which, of course, when this place is a500 years old, is the merest blink of an eye. john maguire, bbc news, stonehenge.

i love stonehenge. lovely pictures. time now to get the news, travel and weather where you are. good morning, i'm asad ahmad. some of the world's leading weapons manufacturers are exhibiting the products at controversial arms fair at the excel centre in east london today, despite the mayor of london telling them they're not welcome here. the dsei, or �*defence and security equipment international�* exhibition, will showcase security equipment and weapons like this combat boat. the four day event will be attended by buyers from across the world including countries like saudi arabia and egypt. the head of a south london church has denied fraud after allegedly selling "plague protection kits" as a bogus cure for covid—19. bishop climate wiseman

of the kingdon church in camberwell is said to have offered a small bottle of oil and piece of red yarn, for £91, allegedly to "treat, prevent, protect against or cure" coronavirus. his lawyer said her client was not an "anti—vaxxer" and had been double jabbed. a brief look at the travel situation now. the london overground is part suspended. that is the last few minutes that that has popped up, we are not quite sure why that is. the piccadilly line has minor delays from arnos grove to acton town — westbound only — due to a signal failure. on the trains, southeastern services are still disrupted in the lee area of south east london. the operator says work are ongoing to remove a freight train that derailed yesterday morning. there are also cancellations on london northwestern services between watford junction

and st albans abbey. and you can get regular travel updates on your bbc local radio station, in london it's every 15 minutes, which you can hear online, on the bbc sound app or on many smartspeakers. onto the weather now with kate. good morning. it's a mild start once again this morning. cloudy, one or two spots of rain already, but we have a low pressure system moving to the south of the uk and that's going to bring some quite heavy and persistent rain through the course of the day. and the met office has issued a yellow weather warning. a0 millimetres plus as that rain moves through. so the rain heavy, persistent, you might even hear a rumble or two of thunder. it's going to linger into the afternoon but slowly clear away north and eastwards becoming drier by the end of the day. temperatures are a little on the cool side, 19 or 20 celsius. now, that rain, the low pressure moves away east as we head into this evening and overnight. becoming dry but it does

leave a legacy of cloud. low cloud, mist and murkiness, the minimum temperature 13 to 15 celsius so another mild night. fortomorrow, low pressure to the east. it does remain largely cloudy but largely dry. you can't rule out the odd spot of rain. and then for thursday, a ridge of high pressure starts to build so it is going to become drier once today's rain clears. with the addition of a little bit of sunshine on thursday, the temperature back up to 22 celsius. i'm back with the latest from the bbc london newsroom in half an hour. we saw you taking your seat there! hello, this is breakfast with louise minchin and dan walker. coming up on breakfast this morning. police dogs will be honoured for their bravery at a ceremony tonight and we'll meet some

of the dogs and their handlers in line for an award. # if you wanna be my lover # you gotta get with my friends # make it last forever # friendship never ends it's 25 years since they first spiced up our lives. now a new series looks at how the spice girls' brand of girl power changed britain. we'll find out more after 8.30. and john lennon as he's never been heard before. we'll listen to some unearthed interviews with the famous beatle before they go under the hammer. all school children aged 12 to 15 in england will be invited to get a coronavirus vaccine from next week. it comes after the uk's chief medical officers recommended the roll—out, saying the jab will help reduce disruption to education. professor chris whitty, the chief medical officer for england, said it was about weighing up the risks and benefits. there are around three million 12—15 year olds in the uk. england will offerjabs to children from next week,

while a roll—out is yet to be confirmed in scotland, wales and northern ireland. it's estimated that up to 30,000 infections could be prevented in england, between october and march, if enough children take up the offer of a jab. that, in turn, would save 110,000 days of missed face—to—face schooling or one day for every 20 pupils. only one dose will be offered. the chief medical officers say that is related to the very rare risk of a condition called myocarditis, also known as inflamation of the heart. it's estimated there will be between 3 to 17 cases for every! million doses. symptoms of myocarditis include chest pains, shortness of breath and palpatations, but these are usually mild and short lived. our correspondent zoe conway has been getting reaction from teachers, pupils and parents. soon, it won'tjust be lateral flow tests on offer in the sports hall. in the next few weeks, 12 to 15—year—olds will be able

to get their first covid vaccine in school. bexleyheath academy experienced severe disruption during lockdown. they welcome the idea of vaccinating their pupils. what it provides an opportunity to reduce any disruption that we see to schooling across the next academic year. over the last two years, there's been unavoidable disruption to education, and i think that any steps that we can take as a country to avoid that again, ensuring that students can remain in school learning, they are important steps to take. it's because we are at a young age, and we don't want to make, i don't want to make a decision where maybe i regret later in life. ijust want to take things at a pace where i know i understand. it's very cloudy recently, - a lot of pupils recite that source, and other sources, it's not one clear idea behind it. _ one person will say it's not safe

and another will say it's safe, i kind of contradictory. so it sounds like you're a bit confused at the moment about what is the right thing to do? me and many other people, yes. i definitely want to get the vaccine as soon as possible. i think it'll really help me and the people around me if i try and say as soon as possible. the government is encouraging families to make the decision together over whether to vaccinate. but they say it's the child who will have the final say. will parents be comfortable with that? i feel at the moment, there is a lot of information that's open and available for young people. so i feel that they are able to make a decision based on what they've learned in schools, what they've read in media. i would never force them to have it if they didn't want it. i think if we give them the information that they need to, and then they can make their own decision, i would let my children make that decision. but what if a family can't agree? teaching unions are warning that schools are going to be put

in a difficult position. head teachers are wary of being stuck in the middle. it is not the job of schools and academies up and down the country to make decisions about what's in the best interests of individualfamilies. that's a decision that families need to come to together. you're being put in a really difficult position, aren't you? it's a challenging situation, but i think as a head teacher in a secondary school, i'm not going to be forcing anyone to do anything that they choose not to. the fear of more empty classrooms, of more school lockdowns, that's what's driving this latest vaccination policy. it's why the government says it will move with urgency to implement it. zoe conway, bbc news. we're joined now by one of our regular gps, dr william bird. there's so much to get to the bottom. thank you forjoining us. let's talk about the decision making about why 12 to 15—year—olds in

england are going to be offered the vaccine, because it has been long—awaited to this decision, hasn't it? long-awaited to this decision, hasn't it? . ., , , . hasn't it? yeah, it has been chewing on. you hasn't it? yeah, it has been chewing on- you had — hasn't it? yeah, it has been chewing on. you had the _ hasn't it? yeah, it has been chewing on. you had the joint _ hasn't it? yeah, it has been chewing on. you had the joint vaccination - on. you had thejoint vaccination committee who said no, based on medical grounds, and then the cmo said yes, based on missing school. so you have two different things here. that's what's really important. a lot of vaccinations are to protect the individual. so all the childhood of one protect that individual, it makes more sense, there are some risks but you look at there are some risks but you look at the cost benefit. for this one, this is slightly different or more difficult to work out because this actually really isn't helping the child prevent them getting covid which could be serious because that is so rare. this is protecting the whole community. one has to remember also that anyone living in a household which has this age group in their house, there is an 18 to

30% risk of getting covid more, and we know that the delta variant break through the double vaccination. you are more likely to get covid if you have a child and has because they will bring it in from school. if you look at the whole picture, you have the child missing school, and your grandparents to think about but the child themselves aren't really going to get protected. and the myocarditis, for one days, the girls, it's almost zero. for boys, it's very small but it is there —— the myocarditis, with one dose, for girls, it's almost zero. but this should be parents talking to the children, talking to other parents, and if they have a whole school vaccinated, the chance of getting

the covid is very remote. so vaccinated, the chance of getting the covid is very remote.- the covid is very remote. so you think the vaccine _ the covid is very remote. so you think the vaccine is _ the covid is very remote. so you think the vaccine is safe - the covid is very remote. so you think the vaccine is safe for - the covid is very remote. so you think the vaccine is safe for that| think the vaccine is safe for that age group? for think the vaccine is safe for that age grows?— age group? for one dose, the evidence _ age group? for one dose, the evidence so — age group? for one dose, the evidence so far, _ age group? for one dose, the evidence so far, and - age group? for one dose, the evidence so far, and the - age group? for one dose, the - evidence so far, and the beginnings of this in the united states, they only started in may, the first lot of children vaccinated, there have been 10 million doses, so it is a lot already. the timescale is not long, only three or four months. and so far, the evidence shows particularly for girls, it's absolutely safe from myocarditis. boys, a very slight increased risk, two to 5%, sorry, 2—5,000,000. it tends to be transient and no deaths have been measured at all. as far as vaccination is concerned, it is safe from that point of view. but it is only four or five months from that point of view. but it is only four orfive months in from that point of view. but it is only four or five months in since from that point of view. but it is only four orfive months in since it was first put across. —— for boys, there is a very slight increased

risk, two to five cases per million. lots of parents will be asking questions this morning, do they have to sign a permission slip? i’m questions this morning, do they have to sign a permission slip?— to sign a permission slip? i'm not sure about _ to sign a permission slip? i'm not sure about the _ to sign a permission slip? i'm not sure about the mechanics - to sign a permission slip? i'm not sure about the mechanics of- to sign a permission slip? i'm not sure about the mechanics of it, . to sign a permission slip? i'm not. sure about the mechanics of it, i'm sure about the mechanics of it, i'm sure it will be all done at school, i'm sure. the consent, this will be an interesting one. there is a thing called the cilic test which means that if any child has confidence, intelligence, and understand all of the risks and benefits, according to a judge if it ever got there, they are confident of making a decision, the rule of 16 disappears and it goes all the way down, pretty much with no bottom age. so every child aged 12 upwards will be able to make their own decision. if there is a disagreement in the family, it is the child in the end, as long as they feel they have all of the facts, will be able to make the decision. for parents and children

discussing it together, the consent will need to be done from the parent from the schools point of view. but we don't want head teachers or teachers being in the middle. i don't think it should be a big problem as long as families talk about it and come to a conclusion. you sense there are quite a lot of decisions going on at the moment. we have heard about boosterjabs as well. you have been talking to the government about the winter plan. we had a very stark opinion from people from icu earlier in the programme. what is your assessment, what are the priorities? the what is your assessment, what are the priorities?— the priorities? the priorities are to keei the priorities? the priorities are to keep the _ the priorities? the priorities are to keep the vulnerable - the priorities? the priorities are i to keep the vulnerable vaccinated, and that means those people who are older and who have underlying conditions or they are an age where it gets more likely that they are going to be admitted. we are talking about 705 and 805. whether it will be done by everybody over the age of

60, that is a marginal decision. these are all marginal decisions, which is why it's so difficult now. we have got over the obvious ones of getting much of the country vaccinated. these boosterjabs, vaccinated. these booster jabs, because vaccinated. these boosterjabs, because we know it starts to fade, almost all the admissions in hospital are going to be those people who are vulnerable or elderly, so they should be protected with a boosterjab. and the vaccination of people who have not had vaccinations, there are still people who have been not quite sure about what to do, they should be vaccinated as well. the investment has then got to go into making sure that the hospitals are continuing to do the normal work. we are still really struggling, so we mustn't let covid close down hospitals. hospitals have got to work out how they are going to make sure all of that word carries on. then you have got the flu, and in general practice, this will be difficult, if someone comes and says they have got a temperature and a cough, is that

rsv, is that flu, or covid? it would be so much easier if we had a test which differentiated between flu and covid, that's one of the things the government have been trying to get across that in general practice, we can test almost immediately if someone has that difference. so you would not have to have the isolation. that's really important, if they can get that combination test out that would be fantastic. then the biggest thing is communication. a lot of things were done to the public, and particularly for vulnerable groups, and so the communication gets muddled. it wasn't given to the local authorities, like the local director of public health, and all of the main groups who were affected felt excluded from decisions so there has got to be much better communication to make sure people are clear about what's going on and being consulted to make those decisions. lots to do, but the model, if we believe all of these models, they did say there would be a big peak which has gone

down a bit, the models show that covid will be quite below, just constant all the way through the winter but we will not get the massive peak we did last year. thank ou ve massive peak we did last year. thank you very much. _ massive peak we did last year. thank you very much, doctor— massive peak we did last year. thank you very much, doctor william - massive peak we did last year. thank you very much, doctor william byrd. thank you, louise. sally is here, and making the sports headlines for us, for the 20th day on the trot, emma raducanu. hesse headlines for us, for the 20th day on the trot, emma raducanu. have you ever heard of — on the trot, emma raducanu. have you ever heard of the _ on the trot, emma raducanu. have you ever heard of the met _ on the trot, emma raducanu. have you ever heard of the met gala? _ on the trot, emma raducanu. have you ever heard of the met gala? normally i ever heard of the met gala? normally i i0 for the ever heard of the met gala? normally i go for the full _ ever heard of the met gala? normally i go for the full kim _ ever heard of the met gala? normally i go for the full kim kardashian - ever heard of the met gala? normally i go for the full kim kardashian and i i go for the full kim kardashian and cover my whole body with a black cloth, i do go regularly. it is cover my whole body with a black cloth, i do go regularly.— cloth, i do go regularly. it is a very fashionable _ cloth, i do go regularly. it is a very fashionable do _ cloth, i do go regularly. it is a very fashionable do in - cloth, i do go regularly. it is a very fashionable do in new i cloth, i do go regularly. it is a i very fashionable do in new york, happening now, she looks fantastic, emma raducanu, kim kardashian has just arrived and she is wearing a balaclava. it's one of those places where you get very dressed up. after making history on saturday, becoming the first qualifier to win a grand slam, emma raducanu has been enjoying the limelight in new york. last night emma celebrated her

extraordinary victory by attending the met gala. she is wearing chanel with chanel tiles and tiffany diamonds. a little cropped up and her —— crop top and finished off with boots. this is a really sound like sport! this gives you an idea of the trajectory of this girl, she is at one of the biggest events of the year having won the us open a couple of days ago. she was sightseeing earlier on in new york. that was on instagram. i like the way you are auditioning for trinny and susannah here. i would fail, totally! you - for trinny and susannah here. i would fail, totally! you are - for trinny and susannah here. i i would fail, totally! you are doing a wonderfuljob- _ would fail, totally! you are doing a wonderfuljob. am _ would fail, totally! you are doing a wonderfuljob. am i _ would fail, totally! you are doing a wonderfuljob. am i doing - would fail, totally! you are doing a wonderfuljob. am i doing ok? - would fail, totally! you are doing a i wonderfuljob. am i doing ok? let's wonderful 'ob. am i doing ok? let's move on. the men's us open champion daniil medvedev has been praising her incredible journey. what she did is amazing because, it's like, a cinderella story. it's just unbelievable because from qualifiers, not losing a set, she didn't

have a wta match win outside of grand slams. she only has a win in wimbledon and us open. and i think all this story is just for the books, actually. i'm sure there's going to be, in five years, a book about the us open and her and definitely not me, i think! everton are up to fourth in the premier league table after continuing their unbeaten run with a 3—1victory over burnley. they had to come from behind after captain ben mee put burnley ahead in the second half, but michael keane soon found the equaliser before andros townsend pulled off this great goal to put everton ahead. a minute later demarai gray added a third. that's yet another victory for raffa benitez as everton boss. really pleased with the reaction of the team. the connection between the team and the fans. and that is what we are looking for, to create a team experience, a mentality, a focus here that people will realise that we are strong enough

to compete against anyone. it was a standout performance from townsend and afterwards he paid tribute to someone special, his mum. she is always working hard on the mental side of the game, she's always sending me messages, see this person, that person, this person is good, watch this video, that video. she sent me a little compilation of all my goals. she put it on a memory stick, she sent it to me, watch this whenever you get it. so maybe subconsciously, maybe it worked, maybe i was watching it and i reminded myself i can score goals like that and i was able to pull it out when we needed. chelsea begin the defence of their champions league title against zenit st petersburg at stamford bridge tonight, and their manager has been quick to bring his players back down to earth after last season's win over manchester city in the final. we start from scratch, we start with zero points, zenit comes here with zero points. zero goals. so everybody has the same chances. and it's, the target is to reach our own top—level every single game.

if we do this, anything is possible. if we don't do it, we will not have a chance to belong in champions league, it's as easy as that. manchester united are also playing, they're away to swiss champions young boys. the aim, when we go into this tournament now, is of course to go all the way. but we know it's going to be a difficult one. always is. but we've added some experience, some quality, some youth in the squad and hopefully we are better prepared for what's to come. i'd like to give you some fashion comment on all of that last bit that i can't think of anything.— i can't think of anything. thank ou, see i can't think of anything. thank you. see a _ i can't think of anything. thank you, see a little _ i can't think of anything. thank you, see a little bit _ i can't think of anything. thank you, see a little bit later. - i can't think of anything. thank you, see a little bit later. a - you, see a little bit later. a lovely outfit! now, climbing all of scotland's munros is a rite of passage for keen hillwalkers. but can you imagine scaling all 282

summits at the age of 81? that's exactly what nick gardner from the highlands is doing. the octogenarian took up the challenge to occupy him after his wife had to be taken into care. louise cowie's been to meet him. boots, check. backpack, check. and he's off. nick gardner makes his way up another mountain. at the age of 81, he's climbing all of scotland's 282 munros. he's raising money for alzheimer's and osteoporosis charities. conditions his wife janet has. it was when i could no longer look after her, that was the game changer. that one really knocked me over. and i thought, i have got to get the focus on life that was going to last a while. just doing, say, a marathon, wouldn't be sufficient because once i'd done it,

the challenge is over. i'd got to get a challenge that lasted. and he certainly has. nick started the challenge last august, and is now more than half way through. it's so unbelievably therapeutic. you're just enjoying the now. and it's so thrilling to be able to do that. being with my wife is very challenging, because she does know me, but onlyjust. when your partner has alzheimer's, the problems are very severe. and it has helped me deal with those problems. i would like to visit her every day, but i can rationalise it and go sort of four or five times a week, and i can climb on two or three days. nick has made some firm friends along the way, with other keen hill walkers joining him on his jaunts. and he's become a familiar face on scottish summits.

what i do find particularly thrilling now is when i'm going up to people on the hill to tell them what i'm doing, the fundraising... you've already donated? i can't ask you to do it again! and they say, oh, its nick! it's nick! i've been longing to meet you. he is often asked what motivates him to climb out mountain after mountain. if you regard hill walking as a sport like football, whereas by definition, when you play football, half the time you going to lose. and i never lose. so for any other 80—year—olds or 70—year—olds who feel they're on the wane, no, just keep going. keep going, keep going. and you will get there. he is hoping to scale his last summit nextjuly. and as for his next challenge?

i will carry on climbing until such time as my knees give up. i will not be putting my feet up, no. i, for one, am not surprised. louise cowie, bbc news, glenshee. that looks beautiful. doesn't lovel ? that looks beautiful. doesn't lovely? not _ that looks beautiful. doesn't lovely? not sure _ that looks beautiful. doesn't lovely? not sure it _ that looks beautiful. doesn't lovely? not sure it will - that looks beautiful. doesn't lovely? not sure it will be i that looks beautiful. doesn't lovely? not sure it will be a l that looks beautiful. doesn't - lovely? not sure it will be a great day for that kind of book. the shock of fog. good morning, yes, a little bit murky on the moderates. it's raining in london, and plenty of rain to come, centraland in london, and plenty of rain to come, central and eastern areas, a bitter travel disruption later. —— a bitter travel disruption later. —— a bit of travel disruption. the heavy rain is in south england, a rumble

of thunder and a flash of lightning, not particularly pleasant in the channel islands. rain in western parts of wales, england and into scotland and that will break up and fizzle out. showers into the afternoon but brighter compared to yesterday. here is the rain pushing north across a good part of england. how far west it get is uncertain but some of the highest of the rainfall totals will be in parts of the east midlands, lancashire towards the south and east yorkshire. one or two spots could see 50 to 70 millimetres of rain in 2a hours, a month of rain ina day of rain in 2a hours, a month of rain in a day hence the flooding risk. it will feel pretty cool, temperatures mid—teens there, and then in the west, high teens and low 205 in the brightness and sunshine. a few showers in the western and northern isles, and they will continue into the night. the rain will fade away in eastern england, pushing into the north sea. most of us trying to

tomorrow morning, but with the legacy of moisture around and light winds, it will be misty and murky —— most of us will be dry tomorrow morning. a ridge of high pressure is building in through the week, not fully established, but for many a better chance of some sunshine breaking through and less in the way of rain. wednesday, misty and murky start, the fog it could take awhile to shift, it could be cool and breezy in the eastern coast. a few spots of rain in scotland and northern ireland but the vast majority dry, sunny spells into the afternoon and it will feel a little bit warmer in england than today. thursday, mist and felt particularly across western areas clear, more sunshine around on thursday to begin with before we see some cloud build—up. a few showers into the western isles and with the northern ireland but most having a dry day, pleasant in the sunshine. as we see

the weak ad, more weather fronts pushing into a greater chance of some rain on friday particularly on the west, eastern areas should be dry and bright. keep up to date the week. thank you, see you later on. unearthed interviews withjohn lennon have revealed what he believed were the beatles best songs and how he didn't want to live without his wife, yoko ono. the rediscovered tapes, recorded during 1969 and early 1970, are about to go under the hammer and are expected to fetch around £30,000. andy gill reports. unpacking a rare slice of beatles history. the interviews withjohn lennon were recorded by a canadian journalist, ken zeilig, in 1969 and i970. they cover a wide range of beatles—related topics. john on his favourite beatles tracks, for example. what beatle music do you look upon as being outstanding? well, i'm prejudiced, i like my own, you know! so i don't know, you know.

i like revolution no.9, walrus, strawberry fields, day in the life. on how important the beatles were culturally. it was positive in letting people grow their hair and dressing how they like, but it wasn't just the beatles, it was the beatles and others. like the stones and just ordinary people on the street, we all did it together. but we were the figureheads, you know. on people complaining about his long hair. now everybody that complains about the length of my hair now, they're all middle—aged people with beatle haircuts that i had in 1964, you know. and on where he accepted the mbe he later returned. and on why he accepted the mbe he later returned. you could have refused to accept the mbe originally. what prompted you to accept it? well, i was a hypocrite and i was on the make. only a few minutes of the hour and a half of the material have ever been broadcast before. the tapes were recently rediscovered by mr zeilig's family after he died. the content in there

is priceless, basically, and so for the beatles historians, or the beatles collectors out there who hopefully will be able to hear these, when they do hear them, they'll be amazed to hear the different topics he talks about. things he's probably never been heard talking about previously. so itjust adds tojohn lennon's story, really. how much you think they'll go for? estimating 20 to £30,000. i'd like to think we'll get to the top estimate, and as past auctions have shown, sometimes we can go way above estimate and fingers crossed that's what's happens. on the recordings, john's love for yoko ono is clear. our only worry in the world is that we die together. in exactly the same minute. otherwise, even if it's three minutes later, it's going to be hell. i couldn't bear three minutes of it. not so much love for music critics, though. critics are critics and the rest of them are the artists. and the critic can never be the artist, so he'll never understand what's going on. the tapes will be auctioned at the end of the month. andy gill, bbc news.

time now to get the news, travel and weather where you are. good morning, i'm asad ahmad. some of the world's leading weapons manufacturers are exhibiting the products at controversial arms fair at the excel centre in east london today — despite the mayor of london telling them they're not welcome here. the dsei, or defence and security equipment international exhibition, will showcase security equipment and weapons, like this combat boat. the four day event will be attended by buyers from across the world, including countries like saudi arabia and egypt. the head of a south london church has denied fraud after allegedly selling plague protection kits as a bogus cure for covid—19. bishop climate wiseman of the kingdon church in camberwell is said to have offered a small

bottle of oil and piece of red yarn, for £91, allegedly to treat, prevent, protect against or cure coronavirus. his lawyer said her client was not an anti—vaxxer and had been double jabbed. a brief look at the travel situation now. the london overground is part suspended between willesdenjunction and richmond due to a faulty train at acton central. docklands light railway has minor delays beckton to canning town due to a faulty train. the central line has no service between woodford and epping, also due to another faulty train. and the piccadilly line has minor delays from arnos grove to acton town due to a signal failure. on the trains, southeastern services are still disrupted in the lee area of south east london. the operator says work are ongoing to remove a freight train that derailed yesterday morning. there are also cancellations

on london northwestern services between watford junction and st albans abbey. onto the weather now with kate. good morning. it's a mild start once again this morning. cloudy, one or two spots of rain already, but we have a low pressure system moving to the south of the uk and that's going to bring some quite heavy and persistent rain through the course of the day. and the met office has issued a yellow weather warning. a0 millimetres plus as that rain moves through. so the rain heavy, persistent, you might even hear a rumble or two of thunder. it's going to linger into the afternoon but slowly clear away north and eastwards becoming drier by the end of the day. temperatures are a little on the cool side, 19 or 20 celsius. now, that rain, the low pressure moves away east as we head into this evening and overnight. becoming dry but it does leave a legacy of cloud. low cloud, mist and murkiness, the minimum temperature 13 to 15

celsius so another mild night. fortomorrow, low pressure to the east. it does remain largely cloudy but largely try. you can't rule out the odd spot of rain. and then for thursday, a ridge of high pressure starts to build so it is going to become drier once today's rain clears. with the addition of a little bit of sunshine on thursday, the temperature back up to 22 celsius. i'm back with the latest from the bbc london newsroom in half an hour. bye for now. good morning, welcome to breakfast with louise minchin and dan walker. our headlines today. covid booster jabs for the over 505 — the prime minister will set out details today for a uk wide programme, saying the pandemic is farfrom over. vaccinations for children aged 12 to 15 will go ahead in england, after ministers confirmed they would follow the latest advice from the chief medical officer.

the government has accepted this recommendation. we will now move with the same sense of urgency we've had at every point in our vaccination programme. lawyers for prince andrew tell a court in new york that sexual assault allegations filed against him are "baseless and potentially unlawful". failing to tell the full story — campaigners and charities have responded angrily to the work and pensions secretary, after she told breakfast benefits claimants could make up a £20 reduction by simply working two hours. we look at the numbers. enjoying the limelight after her win at the us open — emma raducanu at one of fashion's biggest events of the year, new york's annual met gala. the search for sport's unsung heroes —jessica ennis hill will tell us how you can nominate your local inspiration, for this year's sports personality award.

and while some western areas will brighten up after a damp start, in central and eastern england they could be a month's worth of rainfall. full forecast later. good morning. it's tuesday, the 1ath of september. a uk—wide plan for covid booster jabs for the over—505 is expected to be set out by ministers this afternoon. it will form part of a strategy to manage the pandemic this winter, after it was confirmed last night that children aged 12 to 15 in england will be offered a single vaccine dose from next week. our health correspondent michelle roberts reports. it's clear this will be no normal winter, and the nhs is braced for a very busy time. the pandemic continues, with plenty of coronavirus around to infect yet more people. on top of that there will be flu and other respiratory viruses that put pressure on the health service at this time of the year, as well as a backlog of treatments disrupted by covid.

the prime minister is expected to announce today that certain measures, such as lockdowns, shouldn't be needed to control the virus during the coming months. in his plan for winter, mrjohnson is expected to repeal parts of the coronavirus act, such as powers to close schools and businesses, or restrict social gatherings. thejcvi, thejoint committee on vaccination and immunisation... and for the over 505, they can expect confirmation later today that booster vaccines will be made available to them. thejcvi have received the data from the cov boost study, where we looked at all the different vaccine brands, in some instances full doses and half doses, as to which is the best vaccine to boost with. and i can assure him that we will begin later this month with a major booster programme. of course, flu has already begun. and after ministers in england last night accepted advice from the uk's chief medical officers, there will be a drive to get

children aged 12 to 15 vaccinated against coronavirus from next week. scotland, wales and northern ireland are expected to follow suit. i can confirm the government has accepted this recommendation. we will now move with the same sense of urgency we've had at every point in our vaccination programme. but questions remain about how it would work in practice. it opens up a number of other issues. logistically, how will this work in a school or college? secondly, what happens if there is a dispute between a young person and their parent? what we don't want is our members, who lead our schools and colleges, to feel in any way that they are part of that. those are just some of the issues ministers and school leaders will need to grapple with as we head into the winter months, with the prime minister warning that the pandemic is far from over. michelle roberts, bbc news. let's get more now on the government's winter plan from our chief political correspondent, adam fleming.

good morning, adam. we will speak to the vaccines minister in about 25 minutes. what are we expecting to hear from ministers today? we are we expecting to hear from ministers today?— are we expecting to hear from ministers today? we will get more details of vaccines. _ ministers today? we will get more details of vaccines. we _ ministers today? we will get more details of vaccines. we heard - ministers today? we will get more details of vaccines. we heard the i details of vaccines. we heard the decision— details of vaccines. we heard the decision yesterday to offer vaccines to 12 to— decision yesterday to offer vaccines to 12 to 15—year—olds. more details and confirmation today of the uk wide _ and confirmation today of the uk wide booster programme for the over 50s, wide booster programme for the over 50s. which _ wide booster programme for the over 50s, which we think will happen in the same — 50s, which we think will happen in the same way as the original vaccination programme, starting with the oldest _ vaccination programme, starting with the oldest and most vulnerable, and people _ the oldest and most vulnerable, and people in— the oldest and most vulnerable, and people in care homes and the nhs, they are _ people in care homes and the nhs, they are working down the age ranges — they are working down the age ranges. we reckon it will be a single — ranges. we reckon it will be a single dose of pfizer that you get six months after your last dose of the original vaccination. then we will get — the original vaccination. then we will get a — the original vaccination. then we will get a sketch of what a plan b could _ will get a sketch of what a plan b could be, — will get a sketch of what a plan b could be, what sort of tool is the government will have in the tool box of the _ government will have in the tool box of the covid — government will have in the tool box of the covid situation deteriorates. we are _ of the covid situation deteriorates. we are hearing things like a change in emphasis on guidance working from home _ in emphasis on guidance working from home could _ in emphasis on guidance working from

home. could it be tighter rules on wearing _ home. could it be tighter rules on wearing masks? to some people this may sound _ wearing masks? to some people this may sound like —— where these may sound _ may sound like —— where these may sound like _ may sound like —— where these may sound like a — may sound like —— where these may sound like a low— key may sound like —— where these may sound like a low—key things. but ministers — sound like a low—key things. but ministers are being told that because _ ministers are being told that because the vaccination programme is so good. _ because the vaccination programme is so good, you — because the vaccination programme is so good, you can do smaller things that will— so good, you can do smaller things that will have a bigger impact than they would have done earlier in the pandemic — they would have done earlier in the pandemic. they will be set out by the pm _ pandemic. they will be set out by the pm later. it is a sad backdrop for him — the pm later. it is a sad backdrop for him. last night we got the news that his _ for him. last night we got the news that his mother charlotte had died quite _ that his mother charlotte had died quite suddenly. so a reminder that people _ quite suddenly. so a reminder that people making the decisions about all of— people making the decisions about all of us _ people making the decisions about all of us go through the things that all of us go through the things that all of— all of us go through the things that all of us _ all of us go through the things that all of us go through the things that all of us go through. ifind all of us go through the things that all of us go through.— all of us go through the things that all of us go through. and last night also ministers _ all of us go through. and last night also ministers confirmed _ all of us go through. and last night also ministers confirmed a - all of us go through. and last night also ministers confirmed a plan - all of us go through. and last night also ministers confirmed a plan to| also ministers confirmed a plan to push ahead with this vaccination of 12 to 15—year—olds. we asked four questions for the vaccines minister this morning. so many coming in from parents. a huge issue for parents and teachers and children, to make and teachers and children, to make an informed decision? yes, and teachers and children, to make an informed decision?— and teachers and children, to make an informed decision? yes, and it is the children — an informed decision? yes, and it is the children themselves _ an informed decision? yes, and it is the children themselves who - the children themselves who ultimately have to give the consent for the _ ultimately have to give the consent for the vaccination. there will be a bil for the vaccination. there will be a big education drive done by the government to make sure people have

all the _ government to make sure people have all the information in a way that they— all the information in a way that they can — all the information in a way that they can understand to help them make _ they can understand to help them make that — they can understand to help them make that decision. you just heard there. _ make that decision. you just heard there, teachers are worried they are going to get drawn into this area, which _ going to get drawn into this area, which is _ going to get drawn into this area, which is quite controversial for some — which is quite controversial for some parents. ithink which is quite controversial for some parents. i think the which is quite controversial for some parents. ithink the medics 'ust some parents. ithink the medics just want— some parents. ithink the medics just want to stress that, ok, there was a _ just want to stress that, ok, there was a complicated process leading to this decision, including the jcvi, the experts, saying the medical benefit — the experts, saying the medical benefit was marginal. i think they will be _ benefit was marginal. i think they will be reinforcing that the medical profession still thinks on the whole that on— profession still thinks on the whole that on the balance of risk, that it's a _ that on the balance of risk, that it's a good — that on the balance of risk, that it's a good idea for 12 to 15 euros to get— it's a good idea for 12 to 15 euros to get of— it's a good idea for 12 to 15 euros to get of these jabs. it is a slightly— to get of these jabs. it is a slightly complicated communications picture _ slightly complicated communications picture because of the way the decision— picture because of the way the decision was reached.- picture because of the way the decision was reached. thank you, adam. decision was reached. thank you, adam- and _ decision was reached. thank you, adam. and thank _ decision was reached. thank you, adam. and thank you _ decision was reached. thank you, adam. and thank you as - decision was reached. thank you, adam. and thank you as well - decision was reached. thank you, adam. and thank you as well for| decision was reached. thank you, l adam. and thank you as well for all the questions you have been sending in. we will try to get through a couple of those. we'll be speaking to the vaccines minister, nadhim zahawi, at half past seven. also speaking later to a head teacher. prince andrew's lawyers have told a pre—trial hearing that legal action accusing him of sexual assault is "baseless" and should be dismissed.

virginia giuffre has launched a civil lawsuit over the alleged abuse, which she says happened more than 20 years ago, when she was 17. the duke of york has consistently denied the claims. our north america correspondent nada tawfik sent this report. well, this first hearing really centred more on procedure rather than the allegations. those allegations, of course, virginia giuffre accusing prince andrew of sexually assaulting her in london, new york and the us virgin islands when she was just 17 years old. now the duke of york has strenuously denied those allegations, even saying he has no recollection of ever meeting virginia giuffre. but in court it really did focus on the steps ahead. prince andrew's attorney told the court he had two main arguments. first, that the papers were not properly served to the duke of york, that the uk high court had to weigh in on the legality of service. and secondly, he said they believed this lawsuit was potentially unlawful and baseless.

and what they said they wanted was to see a 2009 settlement agreement between virginia giuffre and jeffrey epstein. now they believe there is a release in that agreement which would absolve the duke of york of any legal obligation. now, virginia giuffre's attorneys, in response, said they thought that was a mischaracterisation of that settlement. they also said if prince andrew does feel that he was not properly served, that he needs to put in a formal motion through the court, so that could be litigated. the judge will hear oral arguments in october, october 13, and that will be in person. the next chance these parties will have to once again debate whether this case can get under way. travel body abta is calling

for a significant overhaul of the government's traffic light system. the group says measures, including the use of pcr testing, means the industry is still not able to function fully and are putting people off from travelling. the government says it recognises the challenging time facing the sector and keeps the system under review. i think you should all look at the telly for the next couple of minutes. there are some seriously outrageous outfits coming up. tuxedo sweatpants, a suit of armour and a floor—length feather cape were some of the outlandish outfits on display at the met gala in new york last night — one of the biggest events in fashion. celebrities like billie eilish, kim kardashian and the new us open champion emma raducanu were there, as mark lobel reports. celebrating the best of american fashion, billie eilish in step with marilyn monroe. meanwhile, taking off next — possibly the world's newest

grammy award—winning superhero. rap man lil nas is certainly in touch with himself. tennis star naomi osaka's heritage was centre court in this colourful mixture of herjapanese and american backgrounds. and fresh from her a—levels, oh, and that tennis match, look, it's emma raducanu. new york is back! the us open, the met. i've kind of gotten used to being a little introvert but i'm back on site, so. i'm excited to see everybody. we've had a tough time so to be back, to be here at my first met, to take up space, to chop my hair off, it's just a whole thing. horn band plays. actress nicola peltz wasjoined by her beau brooklyn beckham. and one leading radical democratic politician used her gown as a visual frown to the many tuning in to this expensive fundraiser.

while others just chose to dress less. or go full feather. the showstopping outfits kept coming. after last year's show was cancelled, it seems these mainly young celebrities couldn't wait to get back out into the limelight. mark lobel, bbc news. i still can't get over that sort! how did they get that in? i don't know. how did they get that in? i don't know- they _ how did they get that in? i don't know. they are _ how did they get that in? i don't know. they are having _ how did they get that in? i don't know. they are having fun, - how did they get that in? i don'tl know. they are having fun, aren't they? know. they are having fun, aren't the ? . , ., ., know. they are having fun, aren't the ? . ., ., ., they? imagine you get to a level of fame where — they? imagine you get to a level of fame where you — they? imagine you get to a level of fame where you can _ they? imagine you get to a level of fame where you can take _ they? imagine you get to a level of fame where you can take a - they? imagine you get to a level of fame where you can take a sword l they? imagine you get to a level of| fame where you can take a sword to they? imagine you get to a level of i fame where you can take a sword to a party? fame where you can take a sword to a ia ? ~ ., ., , fame where you can take a sword to a ia ? fame where you can take a sword to a party? matt has some foreboding weather today. _ weather today. nothing as glamorous as you saw

there. something a bit more functional today, particularly because parts of england. rain jacket and umbrella will come in handy. some heavy rain expected in central and eastern england. the risk of flooding. further west things will brighten up. a patchy rain as there at the moment in western scotland into north—west england and wales. that will fade. it is this rain pushing up from france into the south—east which will become more extensive across parts of england through the day. just how far west, little bit of a question. certainly parts of the midlands, towards lancashire and yorkshire, you could see as much as a month's worth of rain. by the afternoon things turning a little bit drier. still some splashes of rain but nowhere near as wet in the south—east corner. brighter in the west this afternoon. some of the heaviest rain because part of yorkshire and lincolnshire. a few lively showers to the west of northern ireland today. whilst there will be cloud in places, little bit more brightness breaking through

than some saw yesterday. temperatures at 20 degrees in the west. overnight in the rain slides its way into the north sea. most places become dry. patchy rain to the north and west of scotland and northern ireland. tomorrow morning mist and fog could be an issue. a dry day tomorrow. as it will be on thursday. some rain in the west on friday. full details coming in half an hour. thanks. campaigners and charities have responded angrily to the work and pensions secretary, after comments she made on this programme yesterday about universal credit. labour said therese coffey was wrong to suggest that removing the £20 uplift would only mean two hours' extra work every week for claimants — it's thought it would actually work out as nine additional hours. nina has been taking a look. but first, there are some new unemployment figures as well, is that right? unemployment figures as well, is that riiht? , ., �*, , that right? yes, that's right. every month we look _ that right? yes, that's right. every month we look at _ that right? yes, that's right. every month we look at the _ that right? yes, that's right. every month we look at the figures - that right? yes, that's right. every month we look at the figures for l that right? yes, that's right. every month we look at the figures for a | month we look at the figures for a three—month period. this morning got

the numbers— three—month period. this morning got the numbers for it may to july. unemployment was a.6%. that is a reduction _ unemployment was a.6%. that is a reduction from a.7%. don't forget, we have _ reduction from a.7%. don't forget, we have that huge iceberg ahead at the end _ we have that huge iceberg ahead at the end of— we have that huge iceberg ahead at the end of furlough. more than a million _ the end of furlough. more than a million people still on that. many expected — million people still on that. many expected tojoin the million people still on that. many expected to join the job—seekers pile and — expected to join the job—seekers pile and many of those people will be looking at the benefits they are entitled _ be looking at the benefits they are entitled to. and we are talking this morning _ entitled to. and we are talking this morning about universal credit. that is the _ morning about universal credit. that is the single — morning about universal credit. that is the single benefit payment that has replaced things like housing benefit, — has replaced things like housing benefit, income support and jobseeker's allowance. now the start of the _ jobseeker's allowance. now the start of the pandemic around 3 million people _ of the pandemic around 3 million people were claiming universal credit — people were claiming universal credit. fast forward to july this year— credit. fast forward to july this year and — credit. fast forward to july this year and that credit. fast forward to july this yearand that number credit. fast forward to july this year and that number has nearly doubled — year and that number has nearly doubled. in march 2020, the government began giving claimants an extra £20 _ government began giving claimants an extra £20 a _ government began giving claimants an extra £20 a week. that was in recognition of how difficult this period — recognition of how difficult this period is — recognition of how difficult this period is. but now, that extra boost is said _ period is. but now, that extra boost is said to _ period is. but now, that extra boost is said to be — period is. but now, that extra boost is said to be removed. something that critics — is said to be removed. something that critics say will have a devastating impact on many families.

and yesterday, the secretary of state _ and yesterday, the secretary of state for — and yesterday, the secretary of state for work and pensions came on this programme and defended the plan _ this programme and defended the plan she — this programme and defended the plan. she said claimants could make up plan. she said claimants could make up that— plan. she said claimants could make up that loss — plan. she said claimants could make up that loss by working extra hours. here _ up that loss by working extra hours. here is _ up that loss by working extra hours. here is what — up that loss by working extra hours. here is what he said. last _ here is what he said. last year when the £20 a week uplift for the standard allowance was put in place, it was done recognising particularly people new to the benefits, having lost theirjobs perhaps for the first time ever commanded so it made that standard allowance at that time similar to the minimum amount of money you would get through not being at work through being sick. but i'm conscious that £20 a week is about two hours extra work every week. we will see what we can do to help people perhaps secure those extra hours. but ideally also to make sure they are in a place to get better paid jobs as well. let's break that down. two hours extra _ let's break that down. two hours extra a _ let's break that down. two hours extra a week to make up for that loss of— extra a week to make up for that loss of £20. is that right? let's have _ loss of £20. is that right? let's have a — loss of £20. is that right? let's have a look. if you are over 25 and a single _ have a look. if you are over 25 and a single the — have a look. if you are over 25 and a single the standard universal credit— a single the standard universal credit allowancesjust a single the standard universal credit allowances just over £300 a month _

credit allowances just over £300 a month 0n — credit allowances just over £300 a month. on top of that, claimants have _ month. on top of that, claimants have been— month. on top of that, claimants have been receiving that £20 a week top up _ have been receiving that £20 a week top up but— have been receiving that £20 a week top up. but universal credit is a tapered — top up. but universal credit is a tapered benefit, meaning as you earn your benefits are reduced. so for every— your benefits are reduced. so for every £1— your benefits are reduced. so for every £1 you get paid, 63p is taken off your— every £1 you get paid, 63p is taken off your benefits, leaving just 37p to go _ off your benefits, leaving just 37p to go into — off your benefits, leaving just 37p to go into your pocket. so we spoke with karen, — to go into your pocket. so we spoke with karen, who has been on universal— with karen, who has been on universal credit for three years, and she — universal credit for three years, and she was not happy with what was said yesterday. that _ said yesterday. that is absolutely rubbish because he thing is for a start they take the 63p out of every pound you are in any how. so if i worked another couple of hours like she is saying a week, i would couple of hours like she is saying a week, iwould be couple of hours like she is saying a week, i would be getting pennies more. i go to bed of a night, i'm 63 and i should be getting my pension now anyhow, but ijust and i should be getting my pension now anyhow, but i just worry about it all the time. the government told us they were referrinq _ the government told us they were referring to a specific group of claimants _ referring to a specific group of claimants like those with children or a disability, who can earn up to

£25 a _ or a disability, who can earn up to £25 a month — or a disability, who can earn up to £25 a month without facing a taper. we asked _ £25 a month without facing a taper. we asked the government many people are in that _ we asked the government many people are in that category and they couldn't— are in that category and they couldn't tell us. one organisation, the joseph— couldn't tell us. one organisation, the joseph rowntree foundation, said that number is very small. the government has faced a huge backlash on this _ government has faced a huge backlash on this. labour have said she was either— on this. labour have said she was either lying — on this. labour have said she was either lying when she came on bbc breakfast, — either lying when she came on bbc breakfast, or doesn't understand how universal— breakfast, or doesn't understand how universal credit works. there are various— universal credit works. there are various estimates for how long it would _ various estimates for how long it would actually take working claimants to pocket the extra £20. the resolution foundation says claimants working an extra two hours on the _ claimants working an extra two hours on the national living wage will take _ on the national living wage will take on— on the national living wage will take onjust £6 60. they on the national living wage will take on just £6 60. they say to make up take on just £6 60. they say to make up that— take on just £6 60. they say to make up that shortfall, they would have to work— up that shortfall, they would have to work six, not two hours. the government— to work six, not two hours. the government told us the secretary of state _ government told us the secretary of state was _ government told us the secretary of state was just referring to those with a _ state was just referring to those with a work allowance who can earn that £500 _ with a work allowance who can earn that £500 without losing the benefit. they also told us they are focusing _ benefit. they also told us they are focusing on — benefit. they also told us they are focusing on a plan forjobs, which they hope — focusing on a plan forjobs, which they hope will get people back into

work and _ they hope will get people back into work and working more hours. and part of— work and working more hours. and part of the — work and working more hours. and part of the reason this is so controversial is because there is this big — controversial is because there is this big campaign to keep that £20 uplift~ _ this big campaign to keep that £20 uplift~ at _ this big campaign to keep that £20 uplift. at the moment we are facing inflation _ uplift. at the moment we are facing inflation with food prices rising. housing — inflation with food prices rising. housing is _ inflation with food prices rising. housing is becoming more expensive. and we _ housing is becoming more expensive. and we are _ housing is becoming more expensive. and we are about to face a jobs market— and we are about to face a jobs market that is even more competitive. so the government facinq _ competitive. so the government facing allegations on two fronts. number— facing allegations on two fronts. number one, they don't understand the impact — number one, they don't understand the impact this will have on families _ the impact this will have on families. and two, they don't even fully understand how their own system — fully understand how their own system works.— fully understand how their own s stem works. ., ,, ., ., system works. thank you for going throuih all system works. thank you for going through all those _ system works. thank you for going through all those figures. - system works. thank you for going | through all those figures. universal credit is really _ through all those figures. universal credit is really complicated, - through all those figures. universal credit is really complicated, but. credit is really complicated, but hopefully we have explained some of it today _ hopefully we have explained some of it today and why it is not as simple as earninq — it today and why it is not as simple as earning £10 and getting that £10 in your— as earning £10 and getting that £10 in your pocket. as earning £10 and getting that £10 in your pocket-— over the last year, we've been following the story of 10—year—old captain tobias, who's raised more than £150,000 for charity with a series of sporting feats. inspired by captain sir tom moore, tobias, who has autism and cerebral palsy, has just finished his latest challenge — his own version of a triathlon, as carla fowler reports.

support on the streets of sheffield for captain tobias. he is known as this locally because after a year of fundraising the ten—year—old has finally completed an iron man challenge to the delight and applause of waiting admirers. and he has raised more than £150,000 for charity. i has raised more than £150,000 for chari . ~ , , has raised more than £150,000 for chari . ~' , , , , has raised more than £150,000 for chari. ~' ,, i, charity. i like pushing myself as hard as i charity. i like pushing myself as hard as i can — charity. i like pushing myself as hard as i can and _ charity. i like pushing myself as hard as i can and enjoying - charity. i like pushing myself as. hard as i can and enjoying myself charity. i like pushing myself as - hard as i can and enjoying myself at the same time. so completing challenges let me do this. i also love raising money for charity. tobias, who has cerebral palsy and autism, has walked a marathon, swum four kilometres and has now peddled his strike 180 kilometres. his inspiration was sir captain tom moore, whose fundraising efforts he has continued and honoured. i’m moore, whose fundraising efforts he has continued and honoured. i'm 'ust burstini has continued and honoured. i'm 'ust bursting with — has continued and honoured. i'm 'ust bursting with pride i has continued and honoured. i'm 'ust bursting with pride fori has continued and honoured. i'mjust

bursting with pride for everything - bursting with pride for everything he's done — bursting with pride for everything he's done. he's completed yet another— he's done. he's completed yet another challenge. it'sjust another challenge. it's just absolutely incredible. another challenge. it'sjust absolutely incredible. it has exceeded our highest expectations. we never— exceeded our highest expectations. we never dreamt he would have done this. we never dreamt he would have done this so _ we never dreamt he would have done this, ., we never dreamt he would have done this. ., , ., this. so what will be next for the unstoppable _ this. so what will be next for the unstoppable tobias? _ this. so what will be next for the unstoppable tobias? i'm - this. so what will be next for the i unstoppable tobias? i'm definitely iioin to unstoppable tobias? i'm definitely going to have _ unstoppable tobias? i'm definitely going to have a — unstoppable tobias? i'm definitely going to have a well— unstoppable tobias? i'm definitely going to have a well earned - unstoppable tobias? i'm definitely going to have a well earned rest. i going to have a well earned rest. but i have been talking to my mum about a sponsored walk. maybe i can make this into an event. i would be chuffed to bits. just doing —— where rather than just chuffed to bits. just doing —— where rather thanjust doing a chuffed to bits. just doing —— where rather than just doing a fundraising event with me. that was carla fowler reporting. and we'll be speaking to tobias and his mum ruthjust after nine this morning. you might have heard barking in the last couple of minutes. more than a thousand members of the uk's police force risk their lives and protect the public every day for free —

except perhaps for a treat and a well done. we're talking, of course, about police dogs, who will be honoured with their handlers at a special awards ceremony for their bravery in the line of duty. we're joined now by pc darren sewell and his retired police dog gilly. and pc paul hopley and police dog starkjoin us from stevenage. morning, gilly. morning, everybody. thank you so much forjoining us. darren, first of all, what a beautiful dog. tell us a little bit about gilly? he beautiful dog. tell us a little bit about gilly?— beautiful dog. tell us a little bit about gill ? , about gilly? he has 'ust turned nine ears old. about gilly? he has 'ust turned nine years old. he _ about gilly? he hasjust turned nine years old. he retired _ about gilly? he hasjust turned nine years old. he retired at _ about gilly? he hasjust turned nine years old. he retired at the - about gilly? he hasjust turned nine years old. he retired at the end - about gilly? he hasjust turned nine years old. he retired at the end of l years old. he retired at the end of july. _ years old. he retired at the end of july. i_ years old. he retired at the end of july i have — years old. he retired at the end of july. i have had him from three years— july. i have had him from three years old _ july. i have had him from three years old. he is a german shepherd. a general—purpose years old. he is a german shepherd. a general— purpose police years old. he is a german shepherd. a general—purpose police dog. he has also been _ a general—purpose police dog. he has also been a _ a general—purpose police dog. he has also been a firearm support dog with leicestershire police and worked pretty— leicestershire police and worked pretty hard. he has had some fantastic— pretty hard. he has had some fantastic results and it is a fantastic— fantastic results and it is a fantastic police dog. the fantastic results and it is a fantastic police dog. the last time we had a police _ fantastic police dog. the last time we had a police dog _ fantastic police dog. the last time we had a police dog on _ fantastic police dog. the last time we had a police dog on this - we had a police dog on this programme my children the next day said, why didn't you ask the handle of some of the stuff the police dog actually does? so here is the question, what does gilly actually

do? . , ., , , ., question, what does gilly actually do? . , , ., ., do? recently he has been at home. he has been down — do? recently he has been at home. he has been down to _ do? recently he has been at home. he has been down to the _ do? recently he has been at home. he has been down to the beach _ do? recently he has been at home. he has been down to the beach for - do? recently he has been at home. he has been down to the beach for the - has been down to the beach for the first time — has been down to the beach for the first time. he went to norfolk. he really— first time. he went to norfolk. he really enjoyed that. he loves his lon- really enjoyed that. he loves his long walks at home. he loves sausages _ long walks at home. he loves sausages. love treats. he loves qoinq — sausages. love treats. he loves going out— sausages. love treats. he loves going out for his works. just generally loves being at home with us and _ generally loves being at home with us and getting settled into the retired — us and getting settled into the retired lifestyle.— us and getting settled into the retired lifestyle. paul hopley, tell us about stark? _ retired lifestyle. paul hopley, tell us about stark? he _ retired lifestyle. paul hopley, tell us about stark? he had _ retired lifestyle. paul hopley, tell us about stark? he had a - retired lifestyle. paul hopley, tell| us about stark? he had a dramatic incident, didn't he? iie us about stark? he had a dramatic incident, didn't he?— incident, didn't he? he did, yeah, incident, didn't he? he did, yeah, in november— incident, didn't he? he did, yeah, in november last _ incident, didn't he? he did, yeah, in november last year, _ incident, didn't he? he did, yeah, in november last year, the - incident, didn't he? he did, yeah, in november last year, the 14th i incident, didn't he? he did, yeah, j in november last year, the 14th of in november last year, the 1ath of november — in november last year, the 1ath of november we _ in november last year, the 1ath of november. we were _ in november last year, the 1ath of november. we were dispatched i in november last year, the 1ath of| november. we were dispatched to reports _ november. we were dispatched to reports of — november. we were dispatched to reports of intruders _ november. we were dispatched to reports of intruders at _ november. we were dispatched to reports of intruders at the - november. we were dispatched to reports of intruders at the rear- november. we were dispatched to reports of intruders at the rear of. reports of intruders at the rear of some _ reports of intruders at the rear of some houses _ reports of intruders at the rear of some houses. whilst _ reports of intruders at the rear of some houses. whilst i _ reports of intruders at the rear of some houses. whilst i deployed. reports of intruders at the rear of- some houses. whilst i deployed stark to search _ some houses. whilst i deployed stark to search for — some houses. whilst i deployed stark to search for the _ some houses. whilst i deployed stark to search for the offenders, _ some houses. whilst i deployed stark to search for the offenders, after - to search for the offenders, after about _ to search for the offenders, after about 20 — to search for the offenders, after about 20 minutes _ to search for the offenders, after about 20 minutes or— to search for the offenders, after about 20 minutes or so - to search for the offenders, after about 20 minutes or so he - to search for the offenders, after. about 20 minutes or so he located the one _ about 20 minutes or so he located the one offender. _ about 20 minutes or so he located the one offender. i— about 20 minutes or so he located the one offender. i could - about 20 minutes or so he located the one offender. ! could hear- about 20 minutes or so he located i the one offender. i could hear stark had found _ the one offender. i could hear stark

had found him _ the one offender. i could hear stark had found him. then— the one offender. i could hear stark had found him. then the _ the one offender. i could hear stark had found him. then the offender. the one offender. i could hear stark. had found him. then the offender ran off. had found him. then the offender ran off i_ had found him. then the offender ran off i could _ had found him. then the offender ran off. i could hear— had found him. then the offender ran off. i could hear stark— had found him. then the offender ran off. i could hear stark giving - off. i could hear stark giving chase — off. i could hear stark giving chase. challenged _ off. i could hear stark giving chase. challenged i- off. i could hear stark giving chase. challenged i told - off. i could hear stark giving chase. challenged i told the| chase. challenged i told the offender— chase. challenged i told the offender to _ chase. challenged i told the offender to stop. _ chase. challenged i told the offender to stop. when - chase. challenged i told the offender to stop. when i - chase. challenged i told the l offender to stop. when i went chase. challenged i told the - offender to stop. when i went around the corner— offender to stop. when i went around the corner i_ offender to stop. when i went around the corner i could _ offender to stop. when i went around the corner i could see _ offender to stop. when i went around the corner i could see that _ offender to stop. when i went around the corner i could see that stark- the corner i could see that stark had been — the corner i could see that stark had been repeatedly— the corner i could see that stark had been repeatedly hit - the corner i could see that stark had been repeatedly hit over- the corner i could see that stark| had been repeatedly hit over the head _ had been repeatedly hit over the head and — had been repeatedly hit over the head and body _ had been repeatedly hit over the head and body. from _ had been repeatedly hit over the head and body. from the - had been repeatedly hit over the. head and body. from the distance had been repeatedly hit over the i head and body. from the distance i was out, _ head and body. from the distance i was out, initially— head and body. from the distance i was out, initially i— head and body. from the distance i was out, initially i thought - head and body. from the distance i was out, initially i thought it- head and body. from the distance i was out, initially i thought it was i was out, initially i thought it was a stake — was out, initially i thought it was a stake when— was out, initially i thought it was a stake. when i— was out, initially i thought it was a stake. when i actually- was out, initially i thought it was a stake. when i actually got- was out, initially i thought it wasi a stake. when i actually got there was out, initially i thought it was i a stake. when i actually got there i found _ a stake. when i actually got there i found out— a stake. when i actually got there i found out that _ a stake. when i actually got there i found out that he _ a stake. when i actually got there i found out that he was _ a stake. when i actually got there i found out that he was actually - a stake. when i actually got there ll found out that he was actually being attacked _ found out that he was actually being attacked repeatedly _ found out that he was actually being attacked repeatedly around - found out that he was actually being attacked repeatedly around the - found out that he was actually being| attacked repeatedly around the head and body— attacked repeatedly around the head and body with— attacked repeatedly around the head and body with a _ attacked repeatedly around the head and body with a machete. _ attacked repeatedly around the head and body with a machete. i’mi - attacked repeatedly around the head and body with a machete.— and body with a machete. i'm going to hold you — and body with a machete. i'm going to hold you over _ and body with a machete. i'm going to hold you over a _ and body with a machete. i'm going to hold you over a second _ and body with a machete. i'm going to hold you over a second because i and body with a machete. i'm going l to hold you over a second because we have got pictures. we can see plainly now that stark is ok. what we have got pictures from the incident as well. we will show them as we talk to you. that has got to be terrifying for you and also for stark? hang on. we are going to listen in. police! stay where you are! stay where _ police! stay where you are! stay where you — police! stay where you are! stay where you are! _ police! stay where you are! stay where you are! stop _ police! stay where you are! stay where you are! stop hitting - police! stay where you are! stay where you are! stop hitting thei police! stay where you are! stay- where you are! stop hitting the dog! hold him! _ where you are! stop hitting the dog! hold him! stop _ where you are! stop hitting the dog! hold him! stop hitting _ where you are! stop hitting the dog! hold him! stop hitting the _ where you are! stop hitting the dog!

hold him! stop hitting the dog! - hold him! stop hitting the dog! delta _ hold him! stop hitting the dog! delta 45... _ hold him! stop hitting the dog! delta 45... he _ hold him! stop hitting the dog! delta 45... he had _ hold him! stop hitting the dog! delta as... he had a _ hold him! stop hitting the dog! delta as... he had a machete i hold him! stop hitting the dog! i delta as... he had a machete and hold him! stop hitting the dog! - delta as... he had a machete and he was attacking — delta as... he had a machete and he was attacking my _ delta as... he had a machete and he was attacking my dog _ delta as... he had a machete and he was attacking my dog with _ delta as... he had a machete and he was attacking my dog with it. - delta as... he had a machete and he was attacking my dog with it. oh, . was attacking my dog with it. oh, iosh. was attacking my dog with it. oh, gosh- paul. _ was attacking my dog with it. oh, gosh- paul. he — was attacking my dog with it. oh, gosh. paul, he was _ was attacking my dog with it. gosh. paul, he was badly was attacking my dog with it.“ gosh. paul, he was badly injured, wasn't he? he gosh. paul, he was badly in'ured, wasn-t he?— gosh. paul, he was badly in'ured, wasn't he? . , , ., ., ., wasn't he? he was, yeah. he had a bii deei wasn't he? he was, yeah. he had a big deep cut _ wasn't he? he was, yeah. he had a big deep cut to _ wasn't he? he was, yeah. he had a big deep cut to the _ wasn't he? he was, yeah. he had a big deep cut to the right _ wasn't he? he was, yeah. he had a big deep cut to the right side - wasn't he? he was, yeah. he had a big deep cut to the right side of - big deep cut to the right side of his face — big deep cut to the right side of his face that _ big deep cut to the right side of his face that narrowly _ big deep cut to the right side of his face that narrowly missed i big deep cut to the right side ofi his face that narrowly missed his eye _ his face that narrowly missed his eye. very— his face that narrowly missed his eye. very close _ his face that narrowly missed his eye. very close to _ his face that narrowly missed his eye. very close to being - his face that narrowly missed his| eye. very close to being blinded. and another— eye. very close to being blinded. and another deep— eye. very close to being blinded. and another deep cut _ eye. very close to being blinded. and another deep cut to - eye. very close to being blinded. and another deep cut to the - eye. very close to being blinded. and another deep cut to the leftl and another deep cut to the left hand _ and another deep cut to the left hand side — and another deep cut to the left hand side of— and another deep cut to the left hand side of his _ and another deep cut to the left hand side of his face. _ and another deep cut to the left hand side of his face. we - and another deep cut to the left| hand side of his face. we rushed and another deep cut to the left - hand side of his face. we rushed him off to _ hand side of his face. we rushed him off to the _ hand side of his face. we rushed him off to the pdsa~ _ hand side of his face. we rushed him off to the pdsa. he _ hand side of his face. we rushed him off to the pdsa. he had _ hand side of his face. we rushed him off to the pdsa. he had emergency. off to the pdsa. he had emergency surgery— off to the pdsa. he had emergency surgery straightaway. _ off to the pdsa. he had emergency surgery straightaway. but - fortunately he is a resilient dog. he has— fortunately he is a resilient dog. he has made _ fortunately he is a resilient dog. he has made a _ fortunately he is a resilient dog. he has made a full— fortunately he is a resilient dog. he has made a full recovery- fortunately he is a resilient dog. he has made a full recovery and j he has made a full recovery and within— he has made a full recovery and within five — he has made a full recovery and within five or— he has made a full recovery and within five or six _ he has made a full recovery and within five or six weeks, - he has made a full recovery and within five or six weeks, he - he has made a full recovery and within five or six weeks, he was| within five or six weeks, he was straiqht — within five or six weeks, he was straight back— within five or six weeks, he was straight back to _ within five or six weeks, he was straight back to work, - within five or six weeks, he was straight back to work, straight i within five or six weeks, he was - straight back to work, straight back to things _ straight back to work, straight back to things i— straight back to work, straight back to thinis. , ., ., ., to things. i should say to our viewers while _ to things. i should say to our viewers while we _ to things. i should say to our viewers while we were - to things. i should say to our. viewers while we were watching to things. i should say to our- viewers while we were watching that video, darren, really interesting to see that gilly, even though retired, when she heard that command to stop hitting the dog, she went straight back into training mode.

straightaway. as soon as he heard the challenge from paul, he was straiqht — the challenge from paul, he was straight into it. he knew. i ratill straight into it. he knew. iwill come to you — straight into it. he knew. i will come to you first _ straight into it. he knew. i will come to you first of— straight into it. he knew. i will come to you first of all, - straight into it. he knew. i will come to you first of all, paul. | straight into it. he knew. i will i come to you first of all, paul. we know that stark is going to get an award. how important is that for you that he is given an award? i think you've got it there, actually. i have, yes. yeah, to be honest, i'm proud _ have, yes. yeah, to be honest, i'm proud and — have, yes. yeah, to be honest, i'm proud and honoured _ have, yes. yeah, to be honest, i'm proud and honoured to _ have, yes. yeah, to be honest, i'm proud and honoured to get - have, yes. yeah, to be honest, i'm proud and honoured to get the - have, yes. yeah, to be honest, i'm i proud and honoured to get the reward and the _ proud and honoured to get the reward and the recognition _ proud and honoured to get the reward and the recognition from _ proud and honoured to get the reward and the recognition from the - and the recognition from the foundation _ and the recognition from the foundation. it— and the recognition from the foundation. itjust _ and the recognition from the foundation. itjust highlightsj and the recognition from the - foundation. itjust highlights the work— foundation. itjust highlights the work that— foundation. itjust highlights the work that our— foundation. itjust highlights the work that our police _ foundation. itjust highlights the work that our police dogs - foundation. itjust highlights the work that our police dogs do - foundation. it just highlights the i work that our police dogs do across the force _ work that our police dogs do across the force all— work that our police dogs do across the force. all day, _ work that our police dogs do across the force. all day, everyday, - the force. all day, everyday, 2lr-hour_ the force. all day, everyday, 24-hour is _ the force. all day, everyday, 24-hour is a _ the force. all day, everyday, 24—hour is a day. _ the force. all day, everyday, 24—hour is a day. the - the force. all day, everyday, i 24—hour is a day. the officers the force. all day, everyday, - 24—hour is a day. the officers and the dogs — 24—hour is a day. the officers and the dogs put _ 24—hour is a day. the officers and the dogs put themselves - 24—hour is a day. the officers and the dogs put themselves on - 24—hour is a day. the officers and the dogs put themselves on the l 24—hour is a day. the officers and i the dogs put themselves on the line to keep _ the dogs put themselves on the line to keep public— the dogs put themselves on the line to keep public safe. _ the dogs put themselves on the line to keep public safe. and _ the dogs put themselves on the line to keep public safe. and to - the dogs put themselves on the line to keep public safe. and to be - to keep public safe. and to be honest. — to keep public safe. and to be honest. the _ to keep public safe. and to be honest, the fact _ to keep public safe. and to be honest, the fact that - to keep public safe. and to be honest, the fact that some . to keep public safe. and to be honest, the fact that some of| to keep public safe. and to be i honest, the fact that some of the nominations _ honest, the fact that some of the nominations have _ honest, the fact that some of the nominations have come - honest, the fact that some of the nominations have come in- honest, the fact that some of the nominations have come in from i honest, the fact that some of the - nominations have come in from people that have _ nominations have come in from people that have never— nominations have come in from people that have never met _ nominations have come in from people that have never met a _ nominations have come in from people that have never met a star, _ nominations have come in from people that have never met a star, they- that have never met a star, they have _ that have never met a star, they have never— that have never met a star, they have never met _ that have never met a star, they have never met me, _ that have never met a star, they have never met me, it _ that have never met a star, they have never met me, it is - that have never met a star, they have never met me, it isjust- that have never met a star, they. have never met me, it isjust quite humbling — have never met me, it isjust quite humbling that _ have never met me, it isjust quite humbling that they _

have never met me, it isjust quite humbling that they would - have never met me, it isjust quite humbling that they would then - have never met me, it isjust quitel humbling that they would then take the time _ humbling that they would then take the time out — humbling that they would then take the time out of— humbling that they would then take the time out of their— humbling that they would then take the time out of their day— humbling that they would then take the time out of their day to - the time out of their day to nominate _ the time out of their day to nominate myself— the time out of their day to nominate myself and - the time out of their day to| nominate myself and stark. the time out of their day to i nominate myself and stark. i the time out of their day to - nominate myself and stark. i do the time out of their day to nominate myself and stark. i do love the chaos that _ nominate myself and stark. i do love the chaos that a _ nominate myself and stark. i do love the chaos that a live _ nominate myself and stark. i do love the chaos that a live dog _ nominate myself and stark. i do love the chaos that a live dog in _ nominate myself and stark. i do love the chaos that a live dog in the - the chaos that a live dog in the studio brings. darren, it must be important for you as well, as paul was saying, to recognise not only hunters but dogs as well. i'm sure people watching this morning will feel that sense of... the people watching this morning will feel that sense of. . ._ people watching this morning will feel that sense of... the dogs are absolutely — feel that sense of... the dogs are absolutely brilliant. _ feel that sense of... the dogs are absolutely brilliant. people - feel that sense of... the dogs are absolutely brilliant. people fall i feel that sense of... the dogs are absolutely brilliant. people fall in | absolutely brilliant. people fall in love with — absolutely brilliant. people fall in love with police dogs. they are really — love with police dogs. they are really supportive. it's lovely to iet really supportive. it's lovely to get recognition. it's fantastic. stop— get recognition. it's fantastic. stop talking, give me a sausage! he is stop talking, give me a sausage! he: is probably looking at himself on the camera. he is probably looking at himself on the camera-— is probably looking at himself on the camera. he has been brilliant all morning- _ the camera. he has been brilliant all morning. how _ the camera. he has been brilliant all morning. how many _ the camera. he has been brilliant all morning. how many dogs - the camera. he has been brilliant| all morning. how many dogs have the camera. he has been brilliant - all morning. how many dogs have you iot at all morning. how many dogs have you got at home? — all morning. how many dogs have you got at home? l _ all morning. how many dogs have you got at home? i have _ all morning. how many dogs have you got at home? i have got _ all morning. how many dogs have you got at home? i have got a _ all morning. how many dogs have you got at home? i have got a trainee - got at home? i have got a trainee iolice doi got at home? i have got a trainee police dog at _ got at home? i have got a trainee police dog at the _ got at home? i have got a trainee police dog at the moment - got at home? i have got a trainee police dog at the moment and - got at home? i have got a trainee police dog at the moment and a i got at home? i have got a trainee l police dog at the moment and a pet do- police dog at the moment and a pet dog at— police dog at the moment and a pet dog at home as well. keeping myself

very busy _ dog at home as well. keeping myself very busy. but the trainee dog will take this _ very busy. but the trainee dog will take this one pass my place. they are not only _ take this one pass my place. they are not only doing _ take this one pass my place. they are not only doing a _ take this one pass my place. they are not only doing a job _ take this one pass my place. i“ie: are not only doing a job or they become your best friend as well? yes, i've kept all my retired police dogs _ yes, i've kept all my retired police dogs i_ yes, i've kept all my retired police dogs i am — yes, i've kept all my retired police dogs i am a — yes, i've kept all my retired police dogs. i am a sucker for it. i have had _ dogs. i am a sucker for it. i have had four— dogs. i am a sucker for it. i have had four in— dogs. i am a sucker for it. i have had four in the past. i have kept all of— had four in the past. i have kept all of them _ had four in the past. i have kept all of them. obviously with having the thin— all of them. obviously with having the thin blue polo now, they are brilliant — the thin blue polo now, they are brilliant. he the thin blue polo now, they are brilliant. , , ., brilliant. he is getting his own lifetime award, _ brilliant. he is getting his own lifetime award, which - brilliant. he is getting his own lifetime award, which is - brilliant. he is getting his ownl lifetime award, which is lovely. stark is back on duty, isn't it? did you hear that, stark is back on duty, isn't it? did you hearthat, paul? i stark is back on duty, isn't it? did you hear that, paul?— you hear that, paul? i didn't. i cawht you hear that, paul? i didn't. i caught the _ you hear that, paul? i didn't. i caught the first _ you hear that, paul? i didn't. i caught the first place -- - you hear that, paul? i didn't. i caught the first place -- mikel you hear that, paul? i didn't. i- caught the first place -- mike wood caught the first place —— mike wood bait. caught the first place -- mike wood bait. ,, ., ~' , caught the first place -- mike wood bait, ,, . ~' , . ~' caught the first place -- mike wood bait. ,, ., ,, , . ,, ., , caught the first place -- mike wood bait. ,, ., ,, , ., , ,�* bait. stark is back on duty, isn't he? he is, _ bait. stark is back on duty, isn't he? he is, yes. _ bait. stark is back on duty, isn't he? he is, yes. he _ bait. stark is back on duty, isn't he? he is, yes. he was - bait. stark is back on duty, isn't he? he is, yes. he was out - bait. stark is back on duty, isn't he? he is, yes. he was out for. bait. stark is back on duty, isn't - he? he is, yes. he was out for about five or six — he? he is, yes. he was out for about five or six weeks _ he? he is, yes. he was out for about five or six weeks but _ he? he is, yes. he was out for about five or six weeks but he _ he? he is, yes. he was out for about five or six weeks but he did - he? he is, yes. he was out for about five or six weeks but he did not - he? he is, yes. he was out for about five or six weeks but he did not sit i five or six weeks but he did not sit on his— five or six weeks but he did not sit on his laurels. _ five or six weeks but he did not sit on his laurels. whilst— five or six weeks but he did not sit on his laurels. whilst he _ five or six weeks but he did not sit

on his laurels. whilst he was- five or six weeks but he did not sit on his laurels. whilst he was off, i on his laurels. whilst he was off, we qualified _ on his laurels. whilst he was off, we qualified as _ on his laurels. whilst he was off, we qualified as a _ on his laurels. whilst he was off, we qualified as a forum - on his laurels. whilst he was off, we qualified as a forum support i on his laurels. whilst he was off, - we qualified as a forum support dog. as and _ we qualified as a forum support dog. as and when — we qualified as a forum support dog. as and when he _ we qualified as a forum support dog. as and when he came _ we qualified as a forum support dog. as and when he came bikey- we qualified as a forum support dog. as and when he came bikey had - we qualified as a forum support dog. as and when he came bikey had thatj as and when he came bikey had that extra _ as and when he came bikey had that extra strinq — as and when he came bikey had that extra string to — as and when he came bikey had that extra string to his— as and when he came bikey had that extra string to his bow. _ as and when he came bikey had that extra string to his bow. tin— as and when he came bikey had that extra string to his bow.— extra string to his bow. an absolute ileasure extra string to his bow. an absolute pleasure to — extra string to his bow. an absolute pleasure to see _ extra string to his bow. an absolute pleasure to see stark _ extra string to his bow. an absolute pleasure to see stark there, - extra string to his bow. an absolute pleasure to see stark there, to - extra string to his bow. an absolute | pleasure to see stark there, to meet gilly. pauland darren, thank pleasure to see stark there, to meet gilly. paul and darren, thank you. he lies down at the end. if gilly. paul and darren, thank you. he lies down at the end.— he lies down at the end. if you do hear back -- _ he lies down at the end. if you do hear back -- but _ he lies down at the end. if you do hear back -- but barking - he lies down at the end. if you do hear back -- but barking when i he lies down at the end. if you do hear back -- but barking when we hear back —— but barking when we speak to the vaccines minister in a minute, this is the reason why! thank you. time now to get the news, travel and weather where you are. good morning, i'm asad ahmad. some of the world's leading weapons manufacturers are exhibiting their products at a controversial arms fair at the excel centre in east london today, despite the mayor of london telling them they're not welcome here. the dsei, or 'defence and security equipment international�* exhibition, will showcase security equipment and weapons like this combat boat. the four day event will be attended

by buyers from across the world including countries like saudi arabia and egypt. the head of a south london church has denied fraud after allegedly selling "plague protection kits" as a bogus cure for covid—19. bishop climate wiseman of the kingdon church in camberwell is said to have offered a small bottle of oil and piece of red yarn for £91 allegedly to "treat, prevent, protect against or cure" coronavirus. his lawyer said her client was not an "anti—vaxxer" and had been double jabbed. a brief look at the travel situation now. things have got a bit better in the last few minutes. but the london overground is still part suspended between willesden junction and richmond due to a faulty train at acton central. central line problems have cleared up. but the piccadilly line now has severe delays between acton town and heathrow and uxbridge.

and minor delays between cockfosters and acton town. it's due to a signal failure. on the trains, southeastern services are still disrupted in the lee area of south east london. the operator says work are ongoing to remove a freight train that derailed yesterday morning. onto the weather now with kate. good morning. it's a mild start once again this morning. cloudy, one or two spots of rain already, but we have a low pressure system moving to the south of the uk and that's going to bring some quite heavy and persistent rain through the course of the day. and the met office has issued a yellow weather warning. a0 millimetres plus as that rain moves through. so the rain heavy, persistent, you might even hear a rumble or two of thunder. it's going to linger into the afternoon but slowly clear away north and eastwards becoming drier by the end of the day. temperatures are a little on the cool side, 19 or 20 celsius.

now, that rain, the low pressure moves away east as we head into this evening and overnight. becoming dry but it does leave a legacy of cloud. low cloud, mist and murkiness, the minimum temperature 13 to 15 celsius so another mild night. fortomorrow, low pressure to the east. it does remain largely cloudy but largely dry. you can't rule out the odd spot of rain. and then for thursday, a ridge of high pressure starts to build so it is going to become drier once today's rain clears. with the addition of a little bit of sunshine on thursday, the temperature back up to 22 celsius. vanessa feltz is on bbc radio london and in the next few minutes she's going to try and clear up the confusion surrounding foreign travel and what restrictions apply where. that's on 9a.9fm or on your bbc sounds app or smartspeaker. i'm back in an hour. hello, this is breakfast

with louise minchin and dan walker. evilness dogs when you leave this programme, aren't you? == evilness dogs when you leave this programme, aren't you?- evilness dogs when you leave this programme, aren't you? -- you are iioin to programme, aren't you? -- you are going to miss — programme, aren't you? -- you are going to miss the — programme, aren't you? -- you are going to miss the dogs _ programme, aren't you? -- you are going to miss the dogs when - programme, aren't you? -- you are going to miss the dogs when you i going to miss the dogs when you leave this programme, aren't you? i definitely will, will you invite me back when they are on? how the government plans to manage the coronavirus pandemic this winter will be set out later today. it's also expected that uk—wide boosterjabs for the over—505 will be announced. meanwhile, all 12 to 15—year—olds in england will be offered one dose of the vaccine from next week. we're joined now by vaccines minister nadhim zahawi. thank you for all your questions on this. appreciate your time, minister. lots of parents are getting in touch, lots of teachers, a few students as well, can you first of all run through the science behind this decision around the 12 to 15—year—old in england? absolutely, good morning, dan. you

will recall that the joint committee on vaccination and will recall that thejoint committee on vaccination and immunisation, who look at the clinical, they are qualified to look at the clinical impact, came down on the side that it is marginally more beneficial to be vaccinated against covid for healthy 12 to 15—year—olds, they had already given us advice on 12 to 15—year—olds who are more vulnerable to the virus, which we had already begun protecting and vaccinating. for a healthy 12 to 15—year—olds, it was marginally more beneficial but not enough to recommend universal vaccination programme. they suggested that the chief medical officers of england, wales, scotland and northern ireland should then examine the wider impacts on 12 to 15—year—olds. so the mental health impact, disruption to education impact, disruption to education impact of course. chief medical officers did that with thejcvi in the room, plus the royal colleges, for example the royal college of paediatrics, of gps. so they have

yesterday recommended that because of the additional impact on healthy 12 to 15—year—olds, mental health and other, that we should offer one dose of the pfizer biontech vaccine which had already been approved by the regulator as safe for 12 to 15—year—olds. the way we will do thatis 15—year—olds. the way we will do that is through the school age immunisation service, which is very well equipped and has been doing this for years, doing vaccination in schools. the clinician will explain to 12 to 15—year—olds and, given —— give the information leaflet and online. parents will get a consent form, either paper—based or online, to fill in. parental consent is required. and then the vaccination will take place. there should be no stigma attached to this whatsoever.

we have been very careful, thejcvi has not rushed into any decision, nor have the cmos. other countries moved forward rapidly so we have had data from the us and israel, countries in europe who have moved forward on this. we are being very careful how we do this. and i hope that parents will seek out the information that we make available, both as the department of health and the nhs. x�*t�*ou both as the department of health and the nhs. ., , ., ., �* , the nhs. you will be aware i'm sure that there is — the nhs. you will be aware i'm sure that there is a _ the nhs. you will be aware i'm sure that there is a position _ the nhs. you will be aware i'm sure that there is a position within - the nhs. you will be aware i'm sure that there is a position within your. that there is a position within your own party to this. can i read you a tweet that has been put out by the tory mp for yeovil, marcus fisher? he says, sorry i have to say but the chief medical officer at chris whitty did not deserve the confidence of the country deciding to vaccinate teenagers without good clinical reason, he should resign. how do you respond to that? tbs]!!! clinical reason, he should resign. how do you respond to that? ibiiii how do you respond to that? all i would say is. _ how do you respond to that? all i would say is, then _ how do you respond to that? fill i would say is, then narrow clinical advice from the jcvi is would say is, then narrow clinical advice from thejcvi is that it is

more advantageous, marginally, to be vaccinated, then not to be. they then advised that the chief medical officers should look at the wider impact, mental health impact, on those children. the school disruption and education disruption as well. they consulted with the royal college of paediatrics, the gps, the jcvi royal college of paediatrics, the gps, thejcvi were in the room, all four chief medical officers, chris whitty and the officers from wales, scotland and northern ireland, were unanimous in their advice to us yesterday. unanimous in their advice to us yesterday-— unanimous in their advice to us yesterday. with respect, i think marcus fisher _ yesterday. with respect, i think marcus fisher is _ yesterday. with respect, i think marcus fisher is not _ yesterday. with respect, i think| marcus fisher is not questioning whether it was a unanimous decision, he's saying they don't have the right to make the decision to vaccinate teenagers are that good clinical reason. the vaccinate teenagers are that good clinical reason.— vaccinate teenagers are that good clinical reason. the jcvi looked -- vaccinate teenagers _ clinical reason. the jcvi looked -- vaccinate teenagers without - clinical reason. the jcvi looked -- vaccinate teenagers without good | vaccinate teenagers without good clinical reason. jcvi looked at the

clinical reason. jcvi looked at the clinical evidence and fell on the side that it was marginally more beneficial to vaccinate children than not to vaccinate them. they then recommended that the chief medical officers look at the wider risks to mental health, not the wider societal risks, but the risks to 12 to 16—year—olds and they have all come down unanimously, the chief medical officers, that we should offer the vaccine to children with parental consent. ido offer the vaccine to children with parental consent.— offer the vaccine to children with parental consent. do you think this is iart of parental consent. do you think this is part of the _ parental consent. do you think this is part of the wider— parental consent. do you think this is part of the wider problem? - parental consent. do you think this is part of the wider problem? lots | is part of the wider problem? lots of our viewers are getting in touch, you have got the comment from the mp from yeovil, thejcvi making one judgment, the cmos saying a different thing, lots of our viewers are saying it feels confusing. it is hard to have confidence in an informed decision. i hard to have confidence in an informed decision.— hard to have confidence in an informed decision. i would say it is much more — informed decision. i would say it is much more considered, _ informed decision. i would say it is much more considered, and - informed decision. i would say it is much more considered, and we i informed decision. i would say it is i much more considered, and we have been very careful. many countries moved forward rapidly to vaccinate 12 to 15—year—olds, in france and

italy and in america and israel. the jcvi did not do that, they were very careful and looked at all of the data on first and second dose to look at this very rare incidence of myocarditis in healthy 12 to 15—year—olds. they then looked at the clinical evidence and said it was marginally more beneficial to take a vaccine for covid for that age group, who are healthy, the ones who are more vulnerable are already vaccinated. they said, this is outside our qualified competence. and we recommend that the chief medical officers look at the wider impact, the mental health impact, to the 12 to 15—year—olds. it's not a difference of opinion, theyjust said, you should consult with the cmos on this because it is beyond the remit of the jcvi. cmos on this because it is beyond the remit of thejcvi. the cmos then looked at it carefully with the royal colleges of paediatrics, gps,

and the jcvi royal colleges of paediatrics, gps, and thejcvi in the room, and made the recommendation. i think contrary to the view that this is confused, it's actually very considered and careful. many countries have been vaccinating this age group for months now. we didn't do the same thing. we have been very careful and i'm proud of that. can thing. we have been very careful and i'm proud of that.— i'm proud of that. can i ask you about the _ i'm proud of that. can i ask you about the practicalities - i'm proud of that. can i ask you about the practicalities around | about the practicalities around that? who decides, children, parents, where our teachers involved in this? are there forms and permission slip to fill out and sign? permission slip to fill out and siin? , ,. ., ., permission slip to fill out and siin? , ,. ., sign? yes, the school age immunisation _ sign? yes, the school age immunisation service, - sign? yes, the school age i immunisation service, which sign? yes, the school age - immunisation service, which has sign? yes, the school age _ immunisation service, which has been delivering for many years of successful vaccination programmes for children and will continue to do so, we'll do the bulk of this vaccination programme —— they will do the bulk of the vaccination programme. where that is not possible, we will use the vaccination site and centres to help augment and add to that service.

what will happen is that clinicians will share information with parents, with children, leaflets, online as well, then there will be a consent form sent from the school in the usual way that schools do it, some schools do it on hard copy, and do a letterfor schools do it on hard copy, and do a letter for parents to sign, some do it electronically, so they will e—mail parents to gain and share information and gain their consent. parental consent is required and then the vaccination programme... doesn't that put a big burden on teachers? they are going to get caught in the middle on this. ho. caught in the middle on this. no, that's exactly _ caught in the middle on this. no, that's exactly what _ caught in the middle on this. iifr, that's exactly what the nhs and the school age immunisation system will effectively take care of, so it is the clinician who will be doing this work. if there is difference opinion between a parent, who doesn't want

their child vaccinated, and a 15—year—old or a 12—year—old saying, i want to be vaccinated, then the clinician, not the teacher, the clinician, not the teacher, the clinician would bring the parent and the child together to try and reach a consensus. if they can't, then the system that we have in this country for decades, the 12 to 15—year—olds will be judged to for decades, the 12 to 15—year—olds will bejudged to be if for decades, the 12 to 15—year—olds will be judged to be if they are competent to make a decision, then then they will be able to make a decision. that is a very rare case. parental consent and the school age immunisation system is very well versed in delivering this. it's not a new system we are setting up, it's not something that has not been tried and tested, it does know what it's doing and will deliver this in a very efficient way. ifind it's doing and will deliver this in a very efficient way.— it's doing and will deliver this in a very efficient way. and when will we see the — a very efficient way. and when will we see the first _ a very efficient way. and when will we see the first 12 _ a very efficient way. and when will we see the first 12 to _ a very efficient way. and when will we see the first 12 to 15-year-old i we see the first 12 to 15—year—old vaccinated? we see the first 12 to 15-year-old vaccinated?— we see the first 12 to 15-year-old vaccinated? ,, ., , ., ,, vaccinated? the nhs have been making ilans that vaccinated? the nhs have been making plans that we — vaccinated? the nhs have been making plans that we will _ vaccinated? the nhs have been making plans that we will be _ vaccinated? the nhs have been making plans that we will be able _ vaccinated? the nhs have been making plans that we will be able to _ plans that we will be able to hopefully see the first vaccinations

take place after consent, because you need the information and the letters to go out, and receive that consent, by the 22nd of this month. 0k, consent, by the 22nd of this month. ok, i'mjust consent, by the 22nd of this month. ok, i'm just checking my diary, that is next week?— ok, i'm just checking my diary, that is next week? yes. on the issue of boosterjabs. _ is next week? yes. on the issue of boosterjabs. l _ is next week? yes. on the issue of boosterjabs, i have _ is next week? 1913 on the issue of boosterjabs, i have another is next week? i9; on the issue of boosterjabs, i have another when the question. when will they be administered? there are lots of questions this morning about, will it be combined with the flu jab? it needs to be a six—month gap between the second jab and a boosterjab. how will that be worked out? lots of practical questions about how this will work. ~ , ,:, , practical questions about how this will work. ~ , , :, will work. absolutely, and the prime minister will— will work. absolutely, and the prime minister will be _ will work. absolutely, and the prime minister will be setting _ will work. absolutely, and the prime minister will be setting out - will work. absolutely, and the prime minister will be setting out more - minister will be setting out more detail on the final advice from the jcvi which we have now accepted, and the secretary of state for health will make a statement to parliament. if you recall on the 30th ofjune, dan, the jcvi if you recall on the 30th ofjune, dan, thejcvi gave as interim advice

on this, on how we should be boosting and of course detecting against flu. i am concerned that there has not been much flu circulating any where in the world, and in a bad flu season, 25,000 people could lose their life. the interim advice allowed us to make the preparations which have been well under way, and we will be in a very strong place to begin that booster campaign this month. boosting the most vulnerable, and the prime minister will outline the detail of that, plus, of course, a very fit for purpose, variant... vaccine variant radar system, if i can call it that, and the test and trace system, which will allow us, i hope, to transition this virus from pandemic to endemic status. but the pm will be saying more on that later

today. pm will be saying more on that later toda . , , , pm will be saying more on that later toda. , , , :, today. very briefly, lockdown has been a big _ today. very briefly, lockdown has been a big part — today. very briefly, lockdown has been a big part of _ today. very briefly, lockdown has been a big part of everyone's - today. very briefly, lockdown has been a big part of everyone's life | been a big part of everyone's life for the last 18 months. i don't expect you to say a guarantee because i no guarantees are difficult and things change all the time but are you confident we have seen the last of the lockdowns? you will remember, _ seen the last of the lockdowns? you will remember, i— seen the last of the lockdowns? iii, will remember, i have been on your programme many times, when this pandemic hit, the only tool that was effective that we had available to us was the lockdown, the non—pharmaceutical interventions. the vaccines have changed all that. we began vaccinating on the 8th of december with pfizer biontech and ath of january with astrazeneca, they have saved lives and 2a million infections have been prevented according to public health england. so the vaccines are our main tools within our arsenal of therapeutic for mac and a very fit for purpose variant surveillance system, the radar system ijust

variant surveillance system, the radar system i just described, variant surveillance system, the radar system ijust described, and that's an trace system. i'm confident we can put some downward pressure on the virus through the booster programme, and of course, the flu vaccination programme, to allow the nhs to be able to cope with both this winter. in a bad flu year, the nhs comes under huge pressure in the winter months. so i'm confident. but it would be foolhardy to say, we rule out anything. it's wrong to do that. the sensible thing to do is to continue to boost and protect people who are most vulnerable as we transition. i hope i will be back on your programme in years to come and say, we were the first major economy to demonstrate to the world how you can transition this virus from pandemic to endemic. transition this virus from pandemic to endemic-— transition this virus from pandemic to endemic. :, ,, , :, :, , :, to endemic. thank you for your time, nadhim zahawi. — to endemic. thank you for your time, nadhim zahawi. thank _ to endemic. thank you for your time, nadhim zahawi. thank you. - nadhim zahawi. thank you. emma raducanu _ nadhim zahawi. thank you. emma raducanu still - nadhim zahawi. thank you. | emma raducanu still making

headlines. emma raducanu still making headlines-— emma raducanu still making headlines. , . ., , ., headlines. yes, after that brilliant result at weakened. _ headlines. yes, after that brilliant result at weakened. this - headlines. yes, after that brilliant result at weakened. this time - headlines. yes, after that brilliantj result at weakened. this time last year, she was getting her a—level results. she —— she is celebrating her extraordinary victory at the 99 us open by attending the met gala. these pictures probably gives you some indication of the trajectory this incredible player is on. comparisons are being made between emma raducanu and naomi osaka. osaka is five years older and has won four grand slam titles. last year osaka's earnings from sponsorship alone were estimated to be in excess of £36 million. could that be the sort of direction that emma raducanu is going to? and here she is earlier in the day sightseeing in new york. she posted on instagram "never thought i would see this". the men's us open champion daniil medvedev has been praising her incredible journey. what she did is amazing because, it's like, a cinderella story. it's just unbelievable because from qualis, not losing a set, she didn't

have a wta match win outside of grand slams. she only has a win in wimbledon and us open. and i think all this story is just for the books, actually. i'm sure there's going to be, in five years, a book about the us open and her and definitely not me, i think! everton are up to fourth in the premier league table after continuing their unbeaten run with a 3—1victory over burnley. they had to come from behind after captain ben mee put burnley ahead in the second half, but michael keane soon found the equaliser before andros townsend pulled off this great goal to put everton ahead. a minute later demarai gray added a third. that's yet another victory for raffa benitez as everton boss. really pleased with the reaction of the team. the connection between the team and the fans. and that is what we are looking for, to create a team experience, a mentality, a fortress here that people will realise that we are strong enough

to compete against anyone. it was a standout performance from townsend and afterwards he paid tribute to someone special, his mum. she is always working hard on the mental side of the game, she's always sending me messages, see this person, that person, this person is good, watch this video, that video. she sent me a little compilation of all my goals. she put it on a memory stick, she sent it to me, watch this whenever you get it. so maybe subconsciously, maybe it worked, maybe i was watching it and i reminded myself i can score goals like that and i was able to pull it out when we needed it. he was talking about his mum. isn't that brilliant? his mum doing all this that and work for him. tbs, that brilliant? his mum doing all this that and work for him. a good role for the _ this that and work for him. a good role for the mums! _ we've had an incredible year of sport from england's run in the euros to emma raducanu's sensational grand slam win at the weekend, so there's plenty of contenders for sports personality of the year. we have mentioned emma raducanu just

a few times and we will continue! but the annual awards also recognise the unsung heroes making a difference in their local communities. nominations open today, so let's look at some previous winners. when she was just 15 years old, kirsty ewen's volunteering journey started. a journey that saved her life. i was going through some pretty bad struggles with my mental health. and i was self harming. volunteering hasjust given me a voice and allows me to accept my story. in the market town of hinckley, denise is helping people to get fit. after finishing her night shift, she goes straight to her running and walking groups, encouraging the community to be more physically active. it's that getting off the sofa and going the first time, that's the hard bit. marcellus baz is an icon. he doesn'tjust provide a boxing gym, he also provides a refuge as well. he's very, very dedicated, he won't give up on you. he's like an older brother, that i haven't got. he's a special man, that's what i have to say.

he makes me feel happy like, i'm where i need to be. - it's more than the basketball, i think, for us, it's how they come through as people. we teach them discipline, courtesy, respect for people. it's all part of the package that goes beyond the actual basketball skills. it is their partnership that makes the place run. it'sjoe and maggie who are the heart and soul of the place. they are willing to put their bodies on the line, their health on the line, to make sure thatjust one more kid gets an opportunity. joining us now is damejessica ennis—hill who's an ambassador for spoty's unsung hero, and keiren thompson who won the award in 2019. are you ok? yes, sorry, think so! sorry about that. jessica ennis—hill, first to you, such an important award, isn't it? ennis-hill, first to you, such an important award, isn't it? yeah, there is such — important award, isn't it? yeah, there is such a _ important award, isn't it? yeah,

there is such a focus _ important award, isn't it? yeah, there is such a focus around - important award, isn't it? yeah, there is such a focus around the | there is such a focus around the main award of the evening, the bbc sports personality, the final award. but if we really think about those people who have the biggest impact on these amazing sporting icons and careers, they are the people that are in the background that are supporting them from a young age. the instructors, the stewards, the officials, the people who make incredibly huge sacrifices to allow these one or two individuals to have a fantastic career. and if it isn't a fantastic career. and if it isn't a huge career, it's an amazing opportunity they can have in sport and it's a fantastic opportunity to support those people with the unsung hero award. ~ :, support those people with the unsung hero award. ~ . ., , ,, hero award. what was it like winning it for ou, hero award. what was it like winning it for you. how— hero award. what was it like winning it for you, how did _ hero award. what was it like winning it for you, how did it _ hero award. what was it like winning it for you, how did it change - hero award. what was it like winning it for you, how did it change things i it for you, how did it change things for you? it for you, how did it change things foryou? it it for you, how did it change things for ou? :, , , : it for you, how did it change things for ou? ., , . ., it for you, how did it change things for ou? , . .,, ., for you? it was such a surreal experience- _ for you? it was such a surreal experience. i've _ for you? it was such a surreal experience. i've never- for you? it was such a surreal experience. i've never won i for you? it was such a surreal- experience. i've never won anything in my— experience. i've never won anything in my life _ experience. i've never won anything in my life so — experience. i've never won anything in my life so winning that award was amazinq _ in my life so winning that award was amazinq it — in my life so winning that award was amazing. it has given me opportunities to connect with the film opportunities to connect with the right people, it's put my organisation on a bigger platform,

its made _ organisation on a bigger platform, its made organisations and charities take me _ its made organisations and charities take me a _ its made organisations and charities take me a lot more seriously, to develop — take me a lot more seriously, to develop and grow. it has been massive — develop and grow. it has been massive for me, really. i develop and grow. it has been massive for me, really.- develop and grow. it has been massive for me, really. i love the sunrise massive for me, really. i love the surprise on _ massive for me, really. i love the surprise on your— massive for me, really. i love the surprise on your face! _ massive for me, really. i love the surprise on your face! yeah, - massive for me, really. i love the surprise on your face! yeah, i - surprise on your face! yeah, i couldn't believe _ surprise on your face! yeah, i couldn't believe it. _ surprise on your face! yeah, i couldn't believe it. me, - surprise on your face! yeah, i i couldn't believe it. me, winning surprise on your face! yeah, i - couldn't believe it. me, winning an award. _ couldn't believe it. me, winning an award. like. — couldn't believe it. me, winning an award, like, mental! tell couldn't believe it. me, winning an award, like, mental!— award, like, mental! tell us a little bit about _ award, like, mental! tell us a little bit about what _ award, like, mental! tell us a little bit about what you - award, like, mental! tell us a little bit about what you do, i little bit about what you do, keiren. , :, little bit about what you do, keiren. , ., _, , little bit about what you do, keiren. , ., , , :, ., keiren. iswhen a community programme -- | keiren. iswhen a community programme -- i run a keiren. iswhen a community programme -- i run a community — keiren. iswhen a community programme -- i run a community programme - keiren. iswhen a community programme -- i run a community programme in - —— i run a community programme in nottingham. — —— i run a community programme in nottingham, which helps people around _ nottingham, which helps people around sport and mentoring. we just want to— around sport and mentoring. we just want to help and support young people — want to help and support young people who might not get opportunity elsewhere so that's what we do. there _ elsewhere so that's what we do. there are — elsewhere so that's what we do. there are so many people, aren't there, jess, like ciaran, whojust quietly get on with things in the background, and genuinely make a huge difference to thousands of people in their local communities, like keiren. people in their local communities, like keiren-— people in their local communities, like keiren. those individuals want

to be not in _ like keiren. those individuals want to be not in the _ like keiren. those individuals want to be not in the limelight, - like keiren. those individuals want to be not in the limelight, but - like keiren. those individuals wantj to be not in the limelight, but they make huge sacrifices behind the scenes and they are so passionate about what they do. and the impact that they have is huge. i cast my mind back to the individuals that are supportive for me through my career, the officials who are always there and supporting you and providing you with what you need. to have an opportunity to be nominated and nominate someone for this award is it so richly received, and such a fantastic opportunity for so many individuals. it fantastic opportunity for so many individuals-— fantastic opportunity for so many individuals. :, , :, individuals. it goes without saying, so many of — individuals. it goes without saying, so many of them _ individuals. it goes without saying, so many of them are _ individuals. it goes without saying, so many of them are volunteers, i so many of them are volunteers, aren't they?— so many of them are volunteers, aren't they? yeah, that's the nice thini aren't they? yeah, that's the nice thing about _ aren't they? yeah, that's the nice thing about the _ aren't they? yeah, that's the nice thing about the award. _ aren't they? yeah, that's the nice thing about the award. you - aren't they? yeah, that's the nice thing about the award. you can i aren't they? yeah, that's the nice i thing about the award. you can have been a volunteer for ten years, 15 years, 20 years, but you can also equally have started volunteering in the past 18 months through the pandemic. it doesn't matter how long you have been involved in your sport and the club you work with, it's just the impact that you have and

are sacrifices that you make. we are urging as many people as possible to nominate, think about those individuals who have made a difference, put their names forward and nominate them. i difference, put their names forward and nominate them.— difference, put their names forward and nominate them. i wanted to come to ou, and nominate them. i wanted to come to you. keiren. _ and nominate them. i wanted to come to you, keiren, people _ and nominate them. i wanted to come to you, keiren, people might - and nominate them. i wanted to come to you, keiren, people might be - to you, keiren, people might be watching and thinking, i know a man or woman who is making a difference in our local community, what would you say to them who are thinking about maybe nominating them this morning? i about maybe nominating them this mornini ? :, :, ., morning? i would tell them, go and vote for them _ morning? i would tell them, go and vote for them because _ morning? i would tell them, go and vote for them because it _ morning? i would tell them, go and vote for them because it will - morning? i would tell them, go and| vote for them because it will change their life _ vote for them because it will change theirlife~ it— vote for them because it will change their life. it will enable them to help and — their life. it will enable them to help and support more young people, or people _ help and support more young people, or people in _ help and support more young people, or people in general, in their community, on a wider scale. it's so important _ community, on a wider scale. it's so important to — community, on a wider scale. it's so important to go out there and make your nomination because it will change — your nomination because it will change lives. your nomination because it will change lives-— your nomination because it will chanie lives. , . , , , :, change lives. presumably it is not 'ust for change lives. presumably it is not just for you- _ change lives. presumably it is not just for you. the _ change lives. presumably it is not just for you. the kids _ change lives. presumably it is not just for you. the kids that - change lives. presumably it is not just for you. the kids that you - change lives. presumably it is not i just for you. the kids that you work with most of the new onstage and gone, that's pretty yeah, i mean, —— at the kids must have seen you on stage. at the kids must have seen you on staie. :, :, at the kids must have seen you on staie, ., :, :, stage. yeah, when i would do the community _ stage. yeah, when i would do the community people _ stage. yeah, when i would do the community people would -

stage. yeah, when i would do the community people would say, - stage. yeah, when i would do the community people would say, i i stage. yeah, when i would do the i community people would say, i know you from _ community people would say, i know you from somewhere. it's nice that people _ you from somewhere. it's nice that people can — you from somewhere. it's nice that people can be inspired from your journey — people can be inspired from your journey i— people can be inspired from your journey. i come from humble beginnings and i want to show young people _ beginnings and i want to show young people that no matter where you start _ people that no matter where you start in _ people that no matter where you start in life, you can reach your highest — start in life, you can reach your highest potential.— start in life, you can reach your highest potential. what was the ni i ht highest potential. what was the night like? _ highest potential. what was the night like? it — highest potential. what was the night like? it was _ highest potential. what was the night like? it was crazy, - highest potential. what was the night like? it was crazy, very i night like? it was crazy, very surreal, night like? it was crazy, very surreal. as — night like? it was crazy, very surreal, as i _ night like? it was crazy, very surreal, as i said. _ night like? it was crazy, very surreal, as i said. i- night like? it was crazy, very surreal, as i said. i never- night like? it was crazy, very i surreal, as i said. i never thought i surreal, as i said. i never thought i would _ surreal, as i said. i never thought i would win— surreal, as i said. i never thought i would win that award. so, yeah, it wasjust_ i would win that award. so, yeah, it was just nice — i would win that award. so, yeah, it wasjust nice seeing myself reach that stage. he wasjust nice seeing myself reach that staie. :, :, ~' , wasjust nice seeing myself reach that stage-— wasjust nice seeing myself reach that staie. , wasjust nice seeing myself reach that staie. :, :, ~' , .., :, ., that stage. he looked very cool in a hoodie today _ that stage. he looked very cool in a hoodie today but _ that stage. he looked very cool in a hoodie today but you _ that stage. he looked very cool in a hoodie today but you looked - that stage. he looked very cool in a i hoodie today but you looked amazing in that tuxedo! for hoodie today but you looked amazing in that tuxedo!— in that tuxedo! for me, i never wear tuxedos or — in that tuxedo! for me, i never wear tuxedos or ties _ in that tuxedo! for me, i never wear tuxedos or ties are _ in that tuxedo! for me, i never wear tuxedos or ties are anything - in that tuxedo! for me, i never wear tuxedos or ties are anything like i tuxedos or ties are anything like that _ tuxedos or ties are anything like that, so— tuxedos or ties are anything like that, so i— tuxedos or ties are anything like that, so i thought, i might as well! you rocked — that, so i thought, i might as well! you rocked it, you could have been at the met gala! i want to ask you more broadly about the sports personality, what emma raducanu is doing, what people achieve when she has achieved, you get the chat about what she can do in the next few weeks and what she can earn and then

you get the chat about being nailed on for sports personality. it's amazing to see how quickly she has risen through the ranks and now she is a major champion.— risen through the ranks and now she is a major champion. yeah, it was so incredible to — is a major champion. yeah, it was so incredible to watch _ is a major champion. yeah, it was so incredible to watch her _ is a major champion. yeah, it was so incredible to watch her compete i is a major champion. yeah, it was so incredible to watch her compete the | incredible to watch her compete the other day. to think back to wimbledon, i remember being sat on the sofa with my husband watching her go through that awful ordeal of suffering through that moment. and for her to come back at the age that she is, to be so resilient, and for all those comments to go and to just trust in her ability and go out there and perform and deliver was so inspiring to see. he seems like an amazing young woman with a fantastic future ahead of her. i hope she has this moment to absorb what she has achieved and i have no doubt she will refocus and we will be hearing about her for many years.- will refocus and we will be hearing about her for many years. from your ioint of about her for many years. from your point of view. _ about her for many years. from your point of view. is _ about her for many years. from your point of view, is a _ about her for many years. from your

point of view, is a hugely _ point of view, is a hugely successful athlete, once you have had success like that, there is a different kind of pressure, so what is your advice?— is your advice? there is, completely. _ is your advice? there is, completely. you - is your advice? there is, completely. you are i is your advice? there is, completely. you are in i is your advice? there is, completely. you are in aj is your advice? there is, - completely. you are in a different realm almost. and in a way, for someone like emma, she is so composed and very focused on what she wants to achieve already, and for her to have that amazing green is only going to take her to a high, a level —— to have that amazing victory is only going to take it to a level where she can have more confidence in her ability. almost right away with the success. i don't think she will be with what she has achieved, she will want to push on,, she's very young, she has so much time to do with her game. i am think she will have it all in her stride. she has been amazing. to come back to you and yorke tuxedo, what if your family think of that night in 2019? -- to

your family think of that night in 2019? —— to come back to you and your tuxedo? 2019? -- to come back to you and your tuxedo?— 2019? -- to come back to you and your tuxedo? there was so proud, it was that no — your tuxedo? there was so proud, it was that no one _ your tuxedo? there was so proud, it was that no one had _ your tuxedo? there was so proud, it was that no one had ever— your tuxedo? there was so proud, it was that no one had ever been i your tuxedo? there was so proud, it was that no one had ever been in i your tuxedo? there was so proud, it| was that no one had ever been in the limelight— was that no one had ever been in the limelight before. they were so proud of the _ limelight before. they were so proud of the things i was doing in the community. of the things i was doing in the community-— of the things i was doing in the community. of the things i was doing in the communi . ~ :, , :, :, community. who did you get to meet? did ou iet community. who did you get to meet? did you get anyone _ community. who did you get to meet? did you get anyone that _ community. who did you get to meet? did you get anyone that you _ community. who did you get to meet? did you get anyone that you got - community. who did you get to meet? did you get anyone that you got a i did you get anyone that you got a selfie with on that night? ifloilih selfie with on that night? colin jackson, selfie with on that night? colin jackson. gary _ selfie with on that night? colin jackson, gary lineker, - selfie with on that night? colin jackson, gary lineker, denisel selfie with on that night? colin jackson, gary lineker, denise lewis. i jackson, gary lineker, denise lewis. ijust~~~ _ jackson, gary lineker, denise lewis. ijust~~~ there — jackson, gary lineker, denise lewis. ijust... there were so many of them! — ijust... there were so many of them! it— ijust... there were so many of them! it was— ijust... there were so many of them! it was mental, just being on them! it was mental, just being on the red _ them! it was mental, just being on the red carpet and seeing people that i_ the red carpet and seeing people that i had — the red carpet and seeing people that i had been watching all my life. that i had been watching all my life it — that i had been watching all my life. it was an amazing experience. thank— life. it was an amazing experience. thank you — life. it was an amazing experience. thank you so much for coming in and talking to us about it. lovely to see you, jess, thank you very much. and if you want to nominate anyone, it nomination is open today, and they are open until october 17. the bbc sports personality of the year awards will be held in december. sometime in december, keep it vague!

stay with us, headlines coming up. good morning, welcome to breakfast

with louise minchin and dan walker. our headlines today. the vaccines minister says covid vaccinations for 12 to 15—year—olds will go ahead next wednesday. what will happen is clinicians will share _ what will happen is clinicians will share information with parents, with children. _ share information with parents, with children, leaflets, online as well, then— children, leaflets, online as well, then they— children, leaflets, online as well, then they will get consent forms sent from — then they will get consent forms sent from the school. and covid boosterjabs for the over 505 — the prime minister will set out details today for a uk wide programme, saying the pandemic is farfrom over. lawyers for prince andrew tell a court in new york that sexual assault allegations filed against him are "baseless and potentially unlawful". failing to tell the full story — therese coffey, the work and pensions secretary, comes under fire from campaigners and charities, after she told breakfast benefits claimants could make up a £20 reduction by simply working two hours. we look at the numbers.

enjoying the limelight after her win at the us open — emma raducanu at one of fashion's biggest events of the year, new york's annual met gala. keeping stonehenge standing — the ancient monument undergoes its first major repairs in more than 60 years. and while some western areas will start dry and bright today, some heavy rain around. as much as a month's worth. that could cause flooding. full forecast. good morning. it's tuesday, the 1ath of september. a uk—wide plan for covid booster jabs for the over—505 is expected to be set out by ministers this afternoon. it will form part of a strategy to manage the pandemic this winter, after it was confirmed last night that children aged 12 to 15 in england will be offered a single vaccine dose from next week. our chief political correspondent adam fleming is at downing street for us this morning.

let's talk about the decision to vaccinate children first, because the vaccines minister was running through some of the practicalities this morning, wasn't he? yes, through some of the practicalities this morning, wasn't he?- through some of the practicalities this morning, wasn't he? yes, it is absolutely — this morning, wasn't he? yes, it is absolutely tipping _ this morning, wasn't he? yes, it is absolutely tipping down _ this morning, wasn't he? yes, it is absolutely tipping down outside i absolutely tipping down outside downing street must i hope you don't mind i'm _ downing street must i hope you don't mind i'm speaking to you from the studio _ mind i'm speaking to you from the studio we — mind i'm speaking to you from the studio. we are going to get a big plan from — studio. we are going to get a big plan from the prime minister later, the autumn winter plan. and plan any for dealing _ the autumn winter plan. and plan any for dealing with covid—19 in the winter — for dealing with covid—19 in the winter it— for dealing with covid—19 in the winter. it is about vaccinations. they— winter. it is about vaccinations. they will— winter. it is about vaccinations. they will be a big booster programme for the _ they will be a big booster programme for the over— they will be a big booster programme for the over 50s, where people will iet for the over 50s, where people will get a _ for the over 50s, where people will get a third — for the over 50s, where people will get a third dose. it will probably be pfizer— get a third dose. it will probably be pfizer and it will be six months after— be pfizer and it will be six months after they— be pfizer and it will be six months after they had their second dose of their original vaccination. plan b will be _ their original vaccination. plan b will be a — their original vaccination. plan b will be a load of other measures to be kept _ will be a load of other measures to be kept in — will be a load of other measures to be kept in the tool box, like advice on masks — be kept in the tool box, like advice on masks and working from home, to implement— on masks and working from home, to implement in various scenarios. but everyone _ implement in various scenarios. but everyone is— implement in various scenarios. but everyone is the —— digesting the news _ everyone is the —— digesting the news about vaccines. we have the booster— news about vaccines. we have the booster programme for the upper 50s. yesterday— booster programme for the upper 50s. yesterday we got confirmation that

children _ yesterday we got confirmation that children 12 to 15 will be offered a vaccination. and the key word there is offered _ vaccination. and the key word there is offered. because the young people themselves and their parents will have to _ themselves and their parents will have to consent to receiving it and the vaccines minister is, nadhim zahawi, — the vaccines minister is, nadhim zahawi, explained how that process could _ zahawi, explained how that process could work — could work. what will happen is that clinicians will share information with parents, with children, leaflets online as well, then they will get a consent form sent from the school in the usual way that schools do it. some schools do it in hard copy, they will send a letter read for parents to sign, some do it electronically, so they will e—mail parents to share information and gain their consent. parental consent is required. doesn't that put a big burden on teachers though? that is some of the concerns we are getting from teachers this morning, they will get caught in the middle of this? ho. caught in the middle of this? no. that is exactly —

caught in the middle of this? iii“; that is exactly what caught in the middle of this? iifm that is exactly what the nhs caught in the middle of this? iifu that is exactly what the nhs and the school immunisation system will effectively take care of her. so it is the clinician that will be doing this work. if there is, for example, a difference of opinion between a parent who doesn't want their child vaccinated, and a 15—year—old, 12—year—old, saying, iwant vaccinated, and a 15—year—old, 12—year—old, saying, i want to be vaccinated, the first thing is a clinician, not a teacher, would bring the parent and child together to reach a consensus. if they can't, the system we had in this country for decades, the 12—year—old will be judged whether they are competent to make a decision. that is in very rare cases. it will be interesting to see if the system works as smoothly as he describes. what else can we expect from ministers today? this describes. what else can we expect from ministers today?— from ministers today? this will be [an b, from ministers today? this will be plan b. the _ from ministers today? this will be plan b. the things _ from ministers today? this will be plan b, the things they _ from ministers today? this will be plan b, the things they will- from ministers today? this will be plan b, the things they will keep l from ministers today? this will be | plan b, the things they will keep in reserve _ plan b, the things they will keep in reserve in— plan b, the things they will keep in reserve in case the situation demands_ reserve in case the situation demands it. we think it will include

the potential to change the advice on masks. — the potential to change the advice on masks, so you have to wear your mask_ on masks, so you have to wear your mask irt— on masks, so you have to wear your mask in more — on masks, so you have to wear your mask in more places. we could see a change _ mask in more places. we could see a change of— mask in more places. we could see a change of the emphasis on people talking _ change of the emphasis on people talking to — change of the emphasis on people talking to their employer about going _ talking to their employer about going back to work, actually switching back to working from home. and keeping in reserve that idea of vaccine _ and keeping in reserve that idea of vaccine certificates, or vaccine passports, _ vaccine certificates, or vaccine passports, to go to certain crowded venues _ passports, to go to certain crowded venues like — passports, to go to certain crowded venues like nightclubs. i think we will not _ venues like nightclubs. i think we will not get much detail about the various— will not get much detail about the various thresholds or triggers, or what _ various thresholds or triggers, or what would have to be happening to the virus _ what would have to be happening to the virus or— what would have to be happening to the virus or the nhs, before these nieasures— the virus or the nhs, before these measures would be reintroduced. uk government ministers acting in england — government ministers acting in england will want to leave it to their— england will want to leave it to theirjudgment to work out what measures— theirjudgment to work out what measures to introduce and when. i 'ust measures to introduce and when. i just was— measures to introduce and when. i just was really struck by the statement by the prime minister over i'iili'it statement by the prime minister over night where he said the pandemic is far from _ night where he said the pandemic is far from over. so we're going to be living _ far from over. so we're going to be living with — far from over. so we're going to be living with this for quite a significant amount of time. that is such a _ significant amount of time. that is such a contrast to the very beginning of this, where he said we could _ beginning of this, where he said we could send — beginning of this, where he said we could send covid packing from the uk 12 weeks _ could send covid packing from the uk 12 weeks lt— could send covid packing from the uk 12 weeks. , , ., ., ., ., 12 weeks. it seems a long time ago. glad ou 12 weeks. it seems a long time ago. glad you are — 12 weeks. it seems a long time ago. glad you are in _ 12 weeks. it seems a long time ago. glad you are in from _ 12 weeks. it seems a long time ago. glad you are in from the _ 12 weeks. it seems a long time ago. glad you are in from the white - 12 weeks. it seems a long time ago. glad you are in from the white of.

glad you are in from the white of downing street. thank you. —— wet. lawyers representing prince andrew have described allegations of sexual assault against him as "baseless" and potentially unlawful. virginia giuffre has launched a civil lawsuit over the alleged abuse, which she says happened two decades ago, when she was 17. the duke has consistently denied the accusations. his lawyer told a pre—trial hearing that a previous settlement between ms giuffre and sex offender jeffrey epstein released the duke from "any and all liability". travel body abta is calling for a significant overhaul of the government's traffic light system. the group says measures, including the use of pcr testing, means the industry is still not able to function fully and are putting people off from travelling. the government says it recognises the challenging time facing the sector and keeps the system under review. well, instead of opening up travel and allowing travel business to kick-start _ and allowing travel business to kick—start a recovery, the

government have actually done the opposite _ government have actually done the opposite with their vaccine requirements. we haven't seen anywhere — requirements. we haven't seen anywhere near the level of the people — anywhere near the level of the people travelling this summer that we want _ people travelling this summer that we want to in normal times. and many of our— we want to in normal times. and many of our members are saying that actually— of our members are saying that actually things have not improved on last year. _ actually things have not improved on last year, despite the fact we have had a _ last year, despite the fact we have had a really successful vaccine roll-out — had a really successful vaccine roll—out. not only the uk but overseas _ roll—out. not only the uk but overseas as well. roll-out. not only the uk but overseas as well.— roll-out. not only the uk but overseas as well. prepare yourself for some spectacular _ overseas as well. prepare yourself for some spectacular and - overseas as well. prepare yourself for some spectacular and in - overseas as well. prepare yourself for some spectacular and in some | for some spectacular and in some cases bizarre outfits that you will see —— will not see anywhere. mark see -- will not see anywhere. mark lobel has been _ see -- will not see anywhere. mark lobel has been looking _ see -- will not see anywhere. mark lobel has been looking at _ see —— will not see anywhere. i— lobel has been looking at the met gala. celebrating the best of american fashion, billie eilish in step with marilyn monroe. meanwhile, taking off next — possibly the world's newest grammy award—winning superhero. rap man lil nas is certainly in touch with himself. tennis star naomi osaka's heritage

was centre court in this colourful mixture of herjapanese and american backgrounds. and fresh from her a—levels, oh, and that tennis match, look, it's emma raducanu. new york is back! the us open, the met. i've kind of gotten used to being a little introvert but i'm back on site, so. i'm excited to see everybody. we've had a tough time so to be back, to be here at my first met, to take up space, to chop my hair off, it's just a whole thing. horn band plays. actress nicola peltz wasjoined by her beau brooklyn beckham. and one leading radical democratic politician used her gown as a visual frown to the many tuning in to this expensive fundraiser. while others just chose to dress less.

orgo or go undercover, finding beauty in the balaclava as kim and candia west were fined masking their appearances. some plumped forfull feather. after last year's show was cancelled, it seems these mainly young celebrities couldn't wait to get back out into the limelight. mark lobel, bbc news. it's almost like all the creative energy of the last 18 months has just been used, i like it. i energy of the last 18 months has just been used, i like it.- just been used, i like it. i like the idea of— just been used, i like it. i like the idea of someone - just been used, i like it. i like the idea of someone bringing | just been used, i like it. i like the idea of someone bringing an outfit. the like this? no, not mad enough! you get to the bank is one at the end. enough! you get to the bank is one at the end-— at the end. now the weather. quite a lot — at the end. now the weather. quite a lot of— at the end. now the weather. quite a lot of drama - at the end. now the weather. quite a lot of drama around? | at the end. now the weather. - quite a lot of drama around? indeed. you saw those _ quite a lot of drama around? indeed. you saw those outlandish _ quite a lot of drama around? indeed. you saw those outlandish outfits - quite a lot of drama around? indeed. you saw those outlandish outfits in i you saw those outlandish outfits in new york. the weather was not going to be outdone in new york yesterday. look at the spectacular bird lightning shot from the world trade tower in new york. some big storms

around. we could have the odd flash of lightning, rumble of thunder in the uk today, all linked in with some very heavy rain, especially across parts of england. we could see as much as a month's worth of rain. flooding is an issue. conditions on the road is absolutely appalling at the moment. it is this batch of rain working its way northwards which will be the main culprit. some rain in parts of southern scotland, western england and wales. that will tend to thing and wales. that will tend to thing and break. skies should brighten in the west. you should see some sunshine. heavy and persistent rain in southern england will work its way northwards. it could be in parts of the midlands where we see some of the highest rainfall totals with potentially the greatest impact. drying out in the south—east later on. always brighter in the west. highs of 21, 22. still running this evening across parts of yorkshire and lincolnshire. some showers in northern ireland, particularly in the west. the odd shower possible in scotland in the afternoon and

evening. away from them there will be some sunny spells to make the most. as we go into this evening and overnight, the rain in these dining then will push into the north sea. most places will become dry. the odd of light rain or drizzle. with drier conditions underground quite wet in many areas, mist and fog could be an issue tomorrow. not as mild a star tomorrow. temperatures where they should be. thursday the brightest of the days across the uk. maybe some rain in the west on friday. full details injust rain in the west on friday. full details injust over rain in the west on friday. full details in just over half rain in the west on friday. full details in just over half an rain in the west on friday. full details in just over half an hour. thank you, matt. all school children aged 12 to 15 in england will be invited to get a coronavirus vaccine from next week. it comes after the uk's chief medical officers recommended the roll—out, saying the jab will help reduce disruption to education. professor chris whitty, the chief medical officer for england, said it was about weighing up the risks and benefits. there are around three million 12 to 15 year olds in the uk. england will offerjabs to children from next week,

while a roll—out is yet to be confirmed in scotland, wales and northern ireland. it's estimated that up to 30,000 infections could be prevented in england, between october and march, if enough children take up the offer of a jab. that, in turn, would save 110,000 days of missed face—to—face schooling — or one day for every 20 pupils. only one dose will be offered — the chief medical officers say that is related to the very rare risk of a condition called myocarditis, also known as inflammation of the heart. it's estimated there will be between three to 17 cases for every one million doses. symptoms of myocarditis include chest pains, shortness of breath and palpitations, but these are usually mild and short lived. our correspondent zoe conway has been getting reaction from teachers, pupils and parents. soon, it won'tjust be lateral flow tests on offer in the sports hall. in the next few weeks, 12 to 15—year—olds will be able

to get their first covid vaccine in school. bexleyheath academy experienced severe disruption during lockdown. they welcome the idea of vaccinating their pupils. what it provides is an opportunity to reduce any disruption that we see to schooling across the next academic year. over the last two years, there's been unavoidable disruption to education, and i think that any steps that we can take as a country to avoid that again, ensuring that students can remain in school learning, they are important steps to take. it's because we are at a young age, and we don't want to make, i don't want to make a decision where maybe i might regret later in life. ijust want to take things at a pace where i know i understand. it's very cloudy recently, - a lot of pupils recite that source, and other sources, it's not one clear idea behind it. _ one person will say it's not safe and another will say it's safe, i

kind of contradictory. so it sounds like you're a bit confused at the moment about what is the right thing to do? me and many other people, yes. i definitely want to get the vaccine as soon as possible. i think it'll really help me and the people around me if i try and say as soon as possible. the government is encouraging families to make the decision together over whether to vaccinate. but they say it's the child who will have the final say. will parents be comfortable with that? i feel at the moment, there is a lot of information that's open and available for young people. so i feel that they are able to make a decision based on what they've learned in schools, what they've read in media. i would never force them to have it if they didn't want it. i think if we give them the information that they need, and then they can make their own decision, i would let my children make that decision. but what if a family can't agree? teaching unions are warning that schools are going to be put in a difficult position.

head teachers are wary of being stuck in the middle. it is not the job of schools and academies up and down the country to make decisions about what's in the best interests of individualfamilies. that's a decision that families need to come to together. you're being put in a really difficult position, aren't you? it's a challenging situation, but i think as a head teacher in a secondary school, i'm not going to be forcing anyone to do anything that they choose not to. the fear of more empty classrooms, of more school lockdowns, that's what's driving this latest vaccination policy. it's why the government says it will move with urgency to implement it. zoe conway, bbc news. there is so much to discuss. we'rejoined now by calum semple, professor of child health and outbreak medicine at the university of liverpool. he also regularly attends sage meetings, but he is speaking to us today in a personal capacity. we can also speak to nicola mason,

who's a headteacher at a secondary school in burntwood in lichfield. asi as i say, so much to get to. professor, let's talk a little bit about this decision to have the 12 to 15—year—olds vaccinated. there has been a lot of discussion and various different points of view but this is what the government has decided is going to happen in england. decided is going to happen in encland. ~ ., decided is going to happen in encland. ., ., decided is going to happen in encland. . ., . ., , decided is going to happen in enland. ., ., , ., england. what has changed? first of all, the decision _ england. what has changed? first of all, the decision process _ england. what has changed? first of all, the decision process took - england. what has changed? first of all, the decision process took into i all, the decision process took into consideration notjust all, the decision process took into consideration not just the individual risk of health, but the wider— individual risk of health, but the wider impact on disrupted education. that's_ wider impact on disrupted education. that's really important. the chief medical— that's really important. the chief medical officers took advice from colleges— medical officers took advice from colleges and other experts and are taking _ colleges and other experts and are taking into consideration the impact on educational opportunities that are lost, — on educational opportunities that are lost, psychological damage by being _ are lost, psychological damage by being isolated. this is a much bigger— being isolated. this is a much bigger picture, bigger consideration. interestingly, they did not— consideration. interestingly, they did not refer to the wider benefits in reducing transmission in the community. they were simply looking at the _ community. they were simply looking at the benefits to children and improved education and health. gk. improved education and health. 0k. talkin: to improved education and health. ok. talking to the vaccines minister this morning about parents and young

people and children trying to make an informed choice. quite a few messages coming through about the confusion about that. can you understand that from your perspective as well? i understand that from your perspective as well?- understand that from your perspective as well? i can and i ho -e perspective as well? i can and i hope that _ perspective as well? i can and i hope that confusion _ perspective as well? i can and i hope that confusion doesn't - perspective as well? i can and i i hope that confusion doesn't result in increased hesitancy. this is still— in increased hesitancy. this is still a — in increased hesitancy. this is still a very— in increased hesitancy. this is still a very nasty virus. it is very rare _ still a very nasty virus. it is very rare for— still a very nasty virus. it is very rare for children to die from it but we have _ rare for children to die from it but we have seen over 2000 hospital admissions. and about 240 children admitted _ admissions. and about 240 children admitted to critical care. so it's not necessarily trivial. it may not kill but _ not necessarily trivial. it may not kill but it — not necessarily trivial. it may not kill but it is — not necessarily trivial. it may not kill but it is not nice. the vaccine is very— kill but it is not nice. the vaccine is very effective. if you take into consideration the balance of the tiny tinv— consideration the balance of the tiny tiny risk of myocarditis, versus— tiny tiny risk of myocarditis, versus hospital admission and disrupted education, the balance is in favour— disrupted education, the balance is in favour of— disrupted education, the balance is in favour of being vaccinated. nicola — in favour of being vaccinated. nicola mason, head teacher, we have spoken to the vaccines minister

today. this, we understand, will be donein today. this, we understand, will be done in schools, starting from next wednesday we understand. what are your thoughts first of all? i wednesday we understand. what are your thoughts first of all?— your thoughts first of all? i think we welcome _ your thoughts first of all? i think we welcome the _ your thoughts first of all? i think we welcome the fact _ your thoughts first of all? i think we welcome the fact that - your thoughts first of all? i think| we welcome the fact that parents have a _ we welcome the fact that parents have a choice _ we welcome the fact that parents have a choice and _ we welcome the fact that parents have a choice and that _ we welcome the fact that parents have a choice and that it's - we welcome the fact that parents have a choice and that it's an - have a choice and that it's an offer — have a choice and that it's an offer in _ have a choice and that it's an offer. i'm worried _ have a choice and that it's an offer. i'm worried about - have a choice and that it's an offer. i'm worried about the i have a choice and that it's an i offer. i'm worried about the fact that some — offer. i'm worried about the fact that some parents _ offer. i'm worried about the fact that some parents will - offer. i'm worried about the fact that some parents will look - offer. i'm worried about the fact that some parents will look to l offer. i'm worried about the fact. that some parents will look to staff to give _ that some parents will look to staff to give advice — that some parents will look to staff to give advice and _ that some parents will look to staff to give advice and guidance - that some parents will look to staff to give advice and guidance on- to give advice and guidance on whether— to give advice and guidance on whether to _ to give advice and guidance on whether to have _ to give advice and guidance on whether to have the _ to give advice and guidance on whether to have the vaccine i to give advice and guidance onj whether to have the vaccine or to give advice and guidance on- whether to have the vaccine or not. it whether to have the vaccine or not. it puts _ whether to have the vaccine or not. it puts staff — whether to have the vaccine or not. it puts staff in _ whether to have the vaccine or not. it puts staff in a _ whether to have the vaccine or not. it puts staff in a difficult _ it puts staff in a difficult position _ it puts staff in a difficult position i_ it puts staff in a difficult position. i have - it puts staff in a difficult position. i have already| it puts staff in a difficult - position. i have already had a letter— position. i have already had a letter last— position. i have already had a letter last night— position. i have already had a letter last night from - position. i have already had a letter last night from a - position. i have already had a letter last night from a legali letter last night from a legal company— letter last night from a legal company threatening - letter last night from a legal company threatening legal. letter last night from a legal- company threatening legal action in case we _ company threatening legal action in case we do — company threatening legal action in case we do decide _ company threatening legal action in case we do decide to _ company threatening legal action in case we do decide to promote - company threatening legal action in case we do decide to promote the l case we do decide to promote the vaccine _ case we do decide to promote the vaccine it— case we do decide to promote the vaccine it puts _ case we do decide to promote the vaccine. it puts staff— case we do decide to promote the vaccine. it puts staff and - case we do decide to promote the vaccine. it puts staff and school. vaccine. it puts staff and school leavers — vaccine. it puts staff and school leavers in — vaccine. it puts staff and school leavers in a _ vaccine. it puts staff and school leavers in a tough _ vaccine. it puts staff and school leavers in a tough position. - vaccine. it puts staff and schoolj leavers in a tough position. and vaccine. it puts staff and school. leavers in a tough position. and i think— leavers in a tough position. and i think it's — leavers in a tough position. and i think it's right— leavers in a tough position. and i think it's right that _ leavers in a tough position. and i think it's right that the _ think it's right that the information— think it's right that the information out- think it's right that the information out there i think it's right that the i information out there is think it's right that the - information out there is that the nhs and — information out there is that the nhs and the _ information out there is that the nhs and the people _ information out there is that the nhs and the people who - information out there is that the nhs and the people who come i information out there is that thei nhs and the people who come in information out there is that the . nhs and the people who come in to administer— nhs and the people who come in to administer the _ nhs and the people who come in to administer the vaccines _ nhs and the people who come in to administer the vaccines are - nhs and the people who come in to administer the vaccines are the - administer the vaccines are the people — administer the vaccines are the people that _ administer the vaccines are the people that do _ administer the vaccines are the people that do the _ administer the vaccines are the people that do the mediation. i administer the vaccines are the . people that do the mediation. we administer the vaccines are the people that do the mediation. we put that recise people that do the mediation. we put that precise point _ people that do the mediation. we put that precise point to _ people that do the mediation. we put that precise point to the _ people that do the mediation. we put that precise point to the vaccines - that precise point to the vaccines minister this morning. that precise point to the vaccines ministerthis morning. he that precise point to the vaccines

minister this morning. he said confidently that at that discussion would take place between parents and the clinicians. but practically, parents have that relationship with teachers already, don't they? you can see how teachers can get caught in the middle. is that your fear? they do. the children are caught in the middle — they do. the children are caught in the middle as— they do. the children are caught in the middle as well. _ they do. the children are caught in the middle as well. we _ they do. the children are caught in the middle as well. we have - they do. the children are caught in the middle as well. we have to - the middle as well. we have to remember— the middle as well. we have to remember these _ the middle as well. we have to rememberthese are— the middle as well. we have to remember these are children. i remember these are children. unfortunately, _ remember these are children. unfortunately, i've _ remember these are children. unfortunately, i've got - remember these are children. unfortunately, i've got twins. remember these are children. i unfortunately, i've got twins that have tested — unfortunately, i've got twins that have tested positive _ unfortunately, i've got twins that have tested positive this - unfortunately, i've got twins that have tested positive this week, l unfortunately, i've got twins that l have tested positive this week, and the first— have tested positive this week, and the first thing — have tested positive this week, and the first thing one _ have tested positive this week, and the first thing one of— have tested positive this week, and the first thing one of my— have tested positive this week, and the first thing one of my twins - have tested positive this week, and the first thing one of my twins said | the first thing one of my twins said was: _ the first thing one of my twins said was, am _ the first thing one of my twins said was, am i— the first thing one of my twins said was, am i going— the first thing one of my twins said was, am i going to— the first thing one of my twins said was, am i going to die, _ the first thing one of my twins said was, am i going to die, mummy? i the first thing one of my twins said i was, am i going to die, mummy? it really— was, am i going to die, mummy? it really reminded _ was, am i going to die, mummy? it really reminded me _ was, am i going to die, mummy? it really reminded me these _ was, am i going to die, mummy? it really reminded me these are - really reminded me these are children. _ really reminded me these are children, these _ really reminded me these are children, these are _ really reminded me these are children, these are young - really reminded me these are . children, these are young people really reminded me these are - children, these are young people who have been— children, these are young people who have been exposed _ children, these are young people who have been exposed to _ children, these are young people who have been exposed to so _ children, these are young people who have been exposed to so much - have been exposed to so much disruption _ have been exposed to so much disruption and _ have been exposed to so much disruption and worry, - have been exposed to so much disruption and worry, that - have been exposed to so much i disruption and worry, that getting into these — disruption and worry, that getting into these sorts _ disruption and worry, that getting into these sorts of _ disruption and worry, that getting into these sorts of disputes - disruption and worry, that gettingj into these sorts of disputes might upset _ into these sorts of disputes might upset them — into these sorts of disputes might upset them even _ into these sorts of disputes might upset them even further. - into these sorts of disputes might upset them even further. and - into these sorts of disputes mighti upset them even further. and they come _ upset them even further. and they come to— upset them even further. and they come to school— upset them even further. and they come to school because _ upset them even further. and they come to school because it - upset them even further. and they come to school because it is - upset them even further. and they come to school because it is theiri come to school because it is their safe space — come to school because it is their safe space it— come to school because it is their safe space it is— come to school because it is their safe space. it is a _ come to school because it is their safe space. it is a place _ come to school because it is their safe space. it is a place where - come to school because it is their i safe space. it is a place where they enjoy, _ safe space. it is a place where they enjoy, where — safe space. it is a place where they enjoy, where they— safe space. it is a place where they enjoy, where they learn. _ safe space. it is a place where they enjoy, where they learn. and - safe space. it is a place where they enjoy, where they learn. and i- safe space. it is a place where theyl enjoy, where they learn. and i don't want _ enjoy, where they learn. and i don't want to— enjoy, where they learn. and i don't want to see — enjoy, where they learn. and i don't want to see parents _ enjoy, where they learn. and i don't want to see parents feeling - enjoy, where they learn. and i don't want to see parents feeling like - want to see parents feeling like they are — want to see parents feeling like they are stuck— want to see parents feeling like they are stuck in _ want to see parents feeling like they are stuck in the _ want to see parents feeling like they are stuck in the middle - want to see parents feeling like they are stuck in the middle ofi want to see parents feeling like i they are stuck in the middle of a really— they are stuck in the middle of a really difficult _ they are stuck in the middle of a really difficult time, _ they are stuck in the middle of a really difficult time, where - they are stuck in the middle of a really difficult time, where they| really difficult time, where they have _ really difficult time, where they have to — really difficult time, where they have to choose. _ really difficult time, where they have to choose. find _

really difficult time, where they have to choose.— really difficult time, where they have to choose. . .., ., ., have to choose. and nicola mason, on a ractical have to choose. and nicola mason, on a practical level. _ have to choose. and nicola mason, on a practical level, how— have to choose. and nicola mason, on a practical level, how does _ have to choose. and nicola mason, on a practical level, how does it - have to choose. and nicola mason, on a practical level, how does it work? i a practical level, how does it work? you presumably have some vaccines in your school? the vaccines minister saying he would get in contact with parents. is that the system already in place? parents. is that the system already in lace? ., ., ., ., , in place? yeah, our local authority a really good _ in place? yeah, our local authority a really good with _ in place? yeah, our local authority a really good with organising - in place? yeah, our local authority a really good with organising the l a really good with organising the vaccine — a really good with organising the vaccine programme, _ a really good with organising the vaccine programme, so- a really good with organising the vaccine programme, so we - a really good with organising the vaccine programme, so we have| vaccine programme, so we have already— vaccine programme, so we have already had _ vaccine programme, so we have already had a _ vaccine programme, so we have already had a meeting - vaccine programme, so we have already had a meeting to - vaccine programme, so we have| already had a meeting to prepare vaccine programme, so we have - already had a meeting to prepare for this announcement. _ already had a meeting to prepare for this announcement. so _ already had a meeting to prepare for this announcement. so we _ already had a meeting to prepare for this announcement. so we are - this announcement. so we are expecting _ this announcement. so we are expecting that _ this announcement. so we are expecting that the _ this announcement. so we are expecting that the covid - this announcement. so we are i expecting that the covid vaccine were _ expecting that the covid vaccine were piggvbacked _ expecting that the covid vaccine were piggybacked onto - expecting that the covid vaccine were piggybacked onto the - expecting that the covid vaccine were piggybacked onto the flu l were piggybacked onto the flu vaccine, — were piggybacked onto the flu vaccine, which _ were piggybacked onto the flu vaccine, which is _ were piggybacked onto the flu vaccine, which is already- were piggybacked onto the flu . vaccine, which is already booked were piggybacked onto the flu - vaccine, which is already booked in school _ vaccine, which is already booked in school -- — vaccine, which is already booked in school -- will— vaccine, which is already booked in school. —— will piggyback. - vaccine, which is already booked in school. —— will piggyback. the - school. —— will piggyback. the logistical— school. —— will piggyback. the logistical problem _ school. —— will piggyback. the logistical problem will- school. —— will piggyback. the logistical problem will be - school. —— will piggyback. the logistical problem will be that| school. —— will piggyback. the - logistical problem will be that some children— logistical problem will be that some children will— logistical problem will be that some children will consent, _ logistical problem will be that some children will consent, or— logistical problem will be that some children will consent, or some - children will consent, or some families, — children will consent, or some families, will— children will consent, or some families, will consent - children will consent, or some families, will consent to - children will consent, or some l families, will consent to having children will consent, or some - families, will consent to having the flu vaccine, — families, will consent to having the flu vaccine, some _ families, will consent to having the flu vaccine, some will— families, will consent to having the flu vaccine, some will consent - flu vaccine, some will consent adjust — flu vaccine, some will consent adjust to— flu vaccine, some will consent adjust to the _ flu vaccine, some will consent adjust to the covid _ flu vaccine, some will consent adjust to the covid scene - flu vaccine, some will consent adjust to the covid scene and| flu vaccine, some will consent - adjust to the covid scene and some will consent — adjust to the covid scene and some will consent to _ adjust to the covid scene and some will consent to both. _ adjust to the covid scene and some will consent to both. it _ adjust to the covid scene and some will consent to both. it is _ adjust to the covid scene and some will consent to both. it is the - will consent to both. it is the administrative _ will consent to both. it is the administrative task— will consent to both. it is the administrative task that - will consent to both. it is the . administrative task that behind will consent to both. it is the - administrative task that behind that should _ administrative task that behind that should not— administrative task that behind that should not be — administrative task that behind that should not be underestimated, - should not be underestimated, because — should not be underestimated, because there _ should not be underestimated, because there is _ should not be underestimated, because there is so _ should not be underestimated, because there is so much - because there is so much organisation _ because there is so much organisation to— because there is so much organisation to do - because there is so much organisation to do to - because there is so much organisation to do to get| because there is so much - organisation to do to get that right — organisation to do to get that right and _ organisation to do to get that right. and also, _ organisation to do to get that right. and also, it _ organisation to do to get that right. and also, it takes - organisation to do to get that right. and also, it takes up . organisation to do to get that - right. and also, it takes up spaces in school — right. and also, it takes up spaces in school we _ right. and also, it takes up spaces in school. we have _

right. and also, it takes up spaces in school. we have packed - right. and also, it takes up spaces in school. we have packed away. right. and also, it takes up spaces. in school. we have packed away our test centre — in school. we have packed away our test centre and _ in school. we have packed away our test centre and give _ in school. we have packed away our test centre and give the _ in school. we have packed away our test centre and give the sports - in school. we have packed away our test centre and give the sports hall| test centre and give the sports hall back to _ test centre and give the sports hall back to the — test centre and give the sports hall back to the pe _ test centre and give the sports hall back to the pe department, - test centre and give the sports hall back to the pe department, now. test centre and give the sports hall. back to the pe department, now that base is— back to the pe department, now that base is probably— back to the pe department, now that base is probably going _ back to the pe department, now that base is probably going to _ back to the pe department, now that base is probably going to be - back to the pe department, now that base is probably going to be used - base is probably going to be used for such— base is probably going to be used for such a — base is probably going to be used for such a big _ base is probably going to be used for such a big undertaking. - base is probably going to be used for such a big undertaking. the i for such a big undertaking. the schools have _ for such a big undertaking. schools have found for such a big undertaking.- schools have found themselves on for such a big undertaking— schools have found themselves on the front line in terms of the measures they are putting in place. not justice, ventilation systems, school halls being used not for sports lessons, but for testing and that of thing. i am sure this is a question many viewers are asking. why is it important to reach these 12 to 15—year—olds with this vaccine, in terms of that winter plan the government rolling out? the biggest reason these — government rolling out? the biggest reason these children _ government rolling out? the biggest reason these children have - government rolling out? the biggest reason these children have been - reason these children have been identified — reason these children have been identified is, if we have further outbreaks— identified is, if we have further outbreaks in schools, that will result — outbreaks in schools, that will result in — outbreaks in schools, that will result in disruption to education. and of— result in disruption to education. and of the — result in disruption to education. and of the biggest harm, and i'm speaking — and of the biggest harm, and i'm speaking in my personal capacity as a paediatrician, the biggest time is loss of— a paediatrician, the biggest time is loss of educational opportunity and social— loss of educational opportunity and social development. that has a lifelong — social development. that has a lifelong impact. can social development. that has a lifelong impact.— social development. that has a lifelong impact. can you also tell us as well. _ lifelong impact. can you also tell us as well, because _ lifelong impact. can you also tell us as well, because we - lifelong impact. can you also tell us as well, because we heard - lifelong impact. can you also tell us as well, because we heard of| lifelong impact. can you also tell i us as well, because we heard of the prime minister saying that things are farfrom over prime minister saying that things are far from over with regards to

coronavirus and covid—19, so looking into that winter plan, what would you say to us? it’s into that winter plan, what would you say to us?— you say to us? it's not 'ust going to be coronavirus _ you say to us? it's notjust going to be coronavirus causing - you say to us? it's notjust going to be coronavirus causing us - to be coronavirus causing us trouble _ to be coronavirus causing us trouble. the other seasonal viruses will come _ trouble. the other seasonal viruses will come back. hand hygiene, social distancing, _ will come back. hand hygiene, social distancing, reduced influenza, now that we— distancing, reduced influenza, now that we are — distancing, reduced influenza, now that we are opening up society, you have to _ that we are opening up society, you have to live — that we are opening up society, you have to live with not just covid, bird flu — have to live with not just covid, bird flu will come back. bronchiolitis will come back. —— but flu will— bronchiolitis will come back. —— but flu will come — bronchiolitis will come back. —— but flu will come back. bronchiolitis will come back. -- but flu will come back.— bronchiolitis will come back. -- but flu will come back. looking ahead to the booster— flu will come back. looking ahead to the booster vaccines _ flu will come back. looking ahead to the booster vaccines for _ flu will come back. looking ahead to the booster vaccines for the - flu will come back. looking ahead to the booster vaccines for the over - the booster vaccines for the over 505, how much can you tell us about that and how much difference would that and how much difference would that booster vaccine make? it will! that booster vaccine make? it will make a difference _ that booster vaccine make? it will make a difference to _ that booster vaccine make? it will make a difference to a _ that booster vaccine make? it will make a difference to a few- that booster vaccine make? it will make a difference to a few people who are _ make a difference to a few people who are frail and elderly and have hi-h who are frail and elderly and have high risks, — who are frail and elderly and have high risks, where their immunity might— high risks, where their immunity might need boosting. it is to try to -ive might need boosting. it is to try to give them — might need boosting. it is to try to give them an extra leg up to protect them _ give them an extra leg up to protect them. �* . give them an extra leg up to protect them. . ., ,, ., ~ give them an extra leg up to protect them. . ., , , ., ,, ., them. again, speaking to the vaccines minister _ them. again, speaking to the vaccines minister at - them. again, speaking to the vaccines minister at the - them. again, speaking to the vaccines minister at the end | them. again, speaking to the - vaccines minister at the end there about lockdown said if they are going to be an option. the government can't rule anything out.

things can change so quickly. so much of it is based on our behaviour and how we interact with each other. it is far from over. and how we interact with each other. it is farfrom over. i know and how we interact with each other. it is far from over. i know this and how we interact with each other. it is farfrom over. i know this is a difficult question for you to answer, but what do you think this christmas might look like compared to last christmas? is it going to be very different, do you think? i really don't know that. i want to stray _ really don't know that. i want to stray into — really don't know that. i want to stray into the policy area. but i can predict— stray into the policy area. but i can predict the nhs will have a really— can predict the nhs will have a really tough time. it wouldn't surprise _ really tough time. it wouldn't surprise me if local directors of public— surprise me if local directors of public health may be suggesting use of facemasks in shops and on public transport _ of facemasks in shops and on public transport. that is the kind of thing i transport. that is the kind of thing i would _ transport. that is the kind of thing i would expect, some degree of regional— i would expect, some degree of regional common—sense. if you see a hi-h regional common—sense. if you see a high amount— regional common—sense. if you see a high amount of virus in manchester, liverpool. _ high amount of virus in manchester, liverpool, birmingham, it wouldn't surprise _ liverpool, birmingham, it wouldn't surprise me — liverpool, birmingham, it wouldn't surprise me if there was local leadership in that area. and nicola mason, leadership in that area. and nicola mason. can _ leadership in that area. and nicola mason. can i _ leadership in that area. and nicola mason, can i pick— leadership in that area. and nicola mason, can i pick up _ leadership in that area. and nicola mason, can i pick up one - leadership in that area. and nicola mason, can i pick up one of - leadership in that area. and nicola mason, can i pick up one of the . mason, can i pick up one of the thoughts about the impact on education? it has been a long time now among lots of different things

going on for the children. what kind of impact have you seen on them? it has been a big impact on the children— has been a big impact on the children missing _ has been a big impact on the children missing being - has been a big impact on the - children missing being face—to—face in school _ children missing being face—to—face in school all — children missing being face—to—face in school. all schools _ children missing being face—to—face in school. all schools are _ children missing being face—to—face in school. all schools are putting i in school. all schools are putting in school. all schools are putting in place — in school. all schools are putting in place programmes— in school. all schools are putting in place programmes now- in school. all schools are putting in place programmes now to- in school. all schools are putting in place programmes now to tryi in school. all schools are putting i in place programmes now to try to reintegrate — in place programmes now to try to reintegrate the _ in place programmes now to try to reintegrate the children _ in place programmes now to try to reintegrate the children back. - in place programmes now to try to l reintegrate the children back. we've still got _ reintegrate the children back. we've still got a _ reintegrate the children back. we've still got a lot — reintegrate the children back. we've still got a lot of— reintegrate the children back. we've still got a lot of anxiety, _ reintegrate the children back. we've still got a lot of anxiety, a _ reintegrate the children back. we've still got a lot of anxiety, a lot - reintegrate the children back. we've still got a lot of anxiety, a lot of - still got a lot of anxiety, a lot of mental— still got a lot of anxiety, a lot of mental health— still got a lot of anxiety, a lot of mental health issues _ still got a lot of anxiety, a lot of mental health issues with - still got a lot of anxiety, a lot of . mental health issues with children feeling _ mental health issues with children feeling really— mental health issues with children feeling really pressured _ mental health issues with children feeling really pressured because l feeling really pressured because they've — feeling really pressured because they've missed, _ feeling really pressured because they've missed, in— feeling really pressured because they've missed, in their- feeling really pressured because they've missed, in their minds, i feeling really pressured because - they've missed, in their minds, they feel they— they've missed, in their minds, they feel they have — they've missed, in their minds, they feel they have missed _ they've missed, in their minds, they feel they have missed some - they've missed, in their minds, they feel they have missed some cruciali feel they have missed some crucial education — feel they have missed some crucial education and _ feel they have missed some crucial education. and we _ feel they have missed some crucial education. and we have _ feel they have missed some crucial education. and we have got- feel they have missed some crucial education. and we have got more i education. and we have got more cases— education. and we have got more cases in— education. and we have got more cases in school— education. and we have got more cases in school at _ education. and we have got more cases in school at the _ education. and we have got more cases in school at the moment i education. and we have got more . cases in school at the moment than we ever— cases in school at the moment than we ever had — cases in school at the moment than we ever had throughout _ cases in school at the moment than we ever had throughout the - cases in school at the moment than i we ever had throughout the pandemic. we never— we ever had throughout the pandemic. we never had — we ever had throughout the pandemic. we never had more _ we ever had throughout the pandemic. we never had more than _ we ever had throughout the pandemic. we never had more than ten _ we ever had throughout the pandemic. we never had more than ten children. we never had more than ten children who had _ we never had more than ten children who had tested — we never had more than ten children who had tested positive _ we never had more than ten children who had tested positive any - we never had more than ten children who had tested positive any one - who had tested positive any one time _ who had tested positive any one time we — who had tested positive any one time we have _ who had tested positive any one time. we have tried _ who had tested positive any one time. we have tried got- who had tested positive any one time. we have tried got 31 - who had tested positive any one time. we have tried got 31 that| who had tested positive any one i time. we have tried got 31 that are confirmed — time. we have tried got 31 that are confirmed positive _ time. we have tried got 31 that are confirmed positive and _ time. we have tried got 31 that are confirmed positive and 26 - time. we have tried got 31 that are confirmed positive and 26 awaiting j confirmed positive and 26 awaiting pcr results — confirmed positive and 26 awaiting pcr results so _ confirmed positive and 26 awaiting pcr results. so the _ confirmed positive and 26 awaiting pcr results. so the rates - confirmed positive and 26 awaiting pcr results. so the rates are - confirmed positive and 26 awaiting | pcr results. so the rates are going up pcr results. so the rates are going up in _ pcr results. so the rates are going up in children _ pcr results. so the rates are going up in children. so _ pcr results. so the rates are going up in children. so it's— pcr results. so the rates are going up in children. so it's important- pcr results. so the rates are going up in children. so it's important to| up in children. so it's important to try to _ up in children. so it's important to try to keep— up in children. so it's important to try to keep them _ up in children. so it's important to try to keep them in _ up in children. so it's important to try to keep them in school- up in children. so it's important to try to keep them in school as - up in children. so it's important to| try to keep them in school as much as we _ try to keep them in school as much as we possibly— try to keep them in school as much as we possibly can. _ try to keep them in school as much as we possibly can. all— try to keep them in school as much as we possibly can. all these - as we possibly can. all these strategies _ as we possibly can. all these strategies help— as we possibly can. all these strategies help but— as we possibly can. all these strategies help but it's - as we possibly can. all these - strategies help but it's important we also _ strategies help but it's important we also have _ strategies help but it's important we also have choice. _ strategies help but it's important we also have choice. we - strategies help but it's important we also have choice.— strategies help but it's important we also have choice. we have had so many questions _ we also have choice. we have had so many questions coming _ we also have choice. we have had so many questions coming in _ we also have choice. we have had so many questions coming in today. - we also have choice. we have had so| many questions coming in today. are you getting that same sort of flood of questions from parents and i

would imagine discussions with some of your pupils today, by this new policy and how it will impact on the school and all the sort of facets of education really?— school and all the sort of facets of education really? yeah, getting lots of questions- _ education really? yeah, getting lots of questions- l _ education really? yeah, getting lots of questions. i think _ education really? yeah, getting lots of questions. i think the _ education really? yeah, getting lots of questions. i think the best - education really? yeah, getting lots of questions. i think the best thing l of questions. i think the best thing we can— of questions. i think the best thing we can do— of questions. i think the best thing we can do is— of questions. i think the best thing we can do is make _ of questions. i think the best thing we can do is make sure _ of questions. i think the best thing we can do is make sure that - of questions. i think the best thing. we can do is make sure that parents are well— we can do is make sure that parents are well that — we can do is make sure that parents are well that they— we can do is make sure that parents are well that they have _ we can do is make sure that parents are well that they have access - we can do is make sure that parents are well that they have access to - are well that they have access to the facts. — are well that they have access to the facts. they— are well that they have access to the facts, they have _ are well that they have access to the facts, they have access - are well that they have access to the facts, they have access to i are well that they have access to| the facts, they have access to the advice _ the facts, they have access to the advice from — the facts, they have access to the advice from the _ the facts, they have access to the advice from the nhs _ the facts, they have access to the advice from the nhs and - the facts, they have access to the advice from the nhs and the - advice from the nhs and the government. _ advice from the nhs and the government. so _ advice from the nhs and the government. so they- advice from the nhs and the government. so they can - advice from the nhs and the . government. so they can make advice from the nhs and the - government. so they can make their own choices — government. so they can make their own choices and _ government. so they can make their own choices and that _ government. so they can make their own choices and that they _ government. so they can make their own choices and that they know- government. so they can make their. own choices and that they know where to find _ own choices and that they know where to find that _ own choices and that they know where to find that information. _ own choices and that they know where to find that information. i— own choices and that they know where to find that information. ijust - to find that information. ijust worry— to find that information. ijust worry that _ to find that information. ijust worry that we _ to find that information. ijust worry that we are _ to find that information. ijust worry that we are going - to find that information. ijust worry that we are going to - to find that information. ijust worry that we are going to be| to find that information. ijust - worry that we are going to be stuck in the _ worry that we are going to be stuck in the middle _ worry that we are going to be stuck in the middle. but— worry that we are going to be stuck in the middle. but again, _ worry that we are going to be stuck in the middle. but again, it's- worry that we are going to be stuck in the middle. but again, it's about having _ in the middle. but again, it's about having the — in the middle. but again, it's about having the right _ in the middle. but again, it's about having the right information- in the middle. but again, it's about having the right information and i having the right information and making — having the right information and making sure _ having the right information and making sure that _ having the right information and making sure that parents - having the right information and making sure that parents feel. having the right information and i making sure that parents feel like they are _ making sure that parents feel like they are supported _ making sure that parents feel like they are supported to _ making sure that parents feel like they are supported to make - making sure that parents feel like they are supported to make those decisions — they are supported to make those decisions trio_ they are supported to make those decisions. ~ . r' they are supported to make those decisions. ~ ., ., .. , decisions. we asked the vaccines minister about _ decisions. we asked the vaccines minister about when _ decisions. we asked the vaccines minister about when the - decisions. we asked the vaccines minister about when the first - decisions. we asked the vaccines minister about when the first 12 l decisions. we asked the vaccines| minister about when the first 12 or 15—year—old might be vaccinated, and he said possibly next wednesday. would you be ready for that? we could be. like i say, a lot of schools— could be. like i say, a lot of schools will _ could be. like i say, a lot of schools will already - could be. like i say, a lot of schools will already have . could be. like i say, a lot of. schools will already have their could be. like i say, a lot of- schools will already have their flu vaccination — schools will already have their flu vaccination booked _ schools will already have their flu vaccination booked in— schools will already have their flu vaccination booked in and - schools will already have their flu vaccination booked in and have i schools will already have their flu i vaccination booked in and have the logistics _ vaccination booked in and have the logistics ready— vaccination booked in and have the logistics ready for— vaccination booked in and have the logistics ready for that. _ vaccination booked in and have the logistics ready for that. so - vaccination booked in and have the logistics ready for that. so we - vaccination booked in and have the

logistics ready for that. so we are i logistics ready for that. so we are expecting — logistics ready for that. so we are expecting the _ logistics ready for that. so we are expecting the covid _ logistics ready for that. so we are expecting the covid vaccination i logistics ready for that. so we are expecting the covid vaccination at the same — expecting the covid vaccination at the same time _ expecting the covid vaccination at the same time and _ expecting the covid vaccination at the same time and we _ expecting the covid vaccination at the same time and we will- expecting the covid vaccination at the same time and we will be - expecting the covid vaccination at i the same time and we will be ready by the _ the same time and we will be ready by the end — the same time and we will be ready by the end of— the same time and we will be ready by the end of september. - the same time and we will be ready by the end of september. 0k, - the same time and we will be ready by the end of september.— the same time and we will be ready by the end of september. 0k, lots of two thins by the end of september. 0k, lots of two things about _ by the end of september. 0k, lots of two things about -- _ by the end of september. 0k, lots of two things about -- for _ by the end of september. 0k, lots of two things about -- for lots - by the end of september. 0k, lots of two things about -- for lots to - two things about —— for lots to think about for many people this morning. thank you both for your time. thank you. time now to get the news, travel and weather where you are. good morning, i'm asad ahmad. some of the world's leading weapons manufacturers are exhibiting their products at a controversial arms fair at the excel centre in east london today, despite the mayor of london telling them they're not welcome here. the dsei, or 'defence and security equipment international�* exhibition, will showcase security equipment and weapons like this combat boat. the four day event will be attended by buyers from across the world including countries like saudi arabia and egypt. the head of a south london church

has denied fraud after allegedly selling "plague protection kits" as a bogus cure for covid—19. bishop climate wiseman of the kingdon church in camberwell is said to have offered a small bottle of oil and piece of red yarn, for £91, allegedly to "treat, prevent, protect against or cure" coronavirus. his lawyer said her client was not an "anti—vaxxer" and had been double jabbed. detectives have named a 26—year—old victim who was shot dead in lambeth on sunday night. chino johnson was fatally injured in the shooting which happened in ferrey mews. police say two suspects on a moped opened fire before fleeing in the direction of bennett road. a brief look at the travel situation now. london overground, minor delays between stratford and richmond and claphamjunction due to an earlier faulty train at acton central. piccadilly line, severe delays

between acton town and heathrow and uxbridge due to an earlier signal failure at manor house. on the trains, southeastern services are still disrupted in the lee area of south east london. the operator says work is ongoing to remove a freight train that derailed yesterday morning. onto the weather now with kate. good morning. it's a mild start once again this morning. cloudy, one or two spots of rain already, but we have a low pressure system moving to the south of the uk and that's going to bring some quite heavy and persistent rain through the course of the day. and the met office has issued a yellow weather warning. 40 millimetres plus as that rain moves through. so the rain heavy, persistent, you might even hear a rumble or two of thunder. it's going to linger into the afternoon but slowly clear away north and eastwards becoming drier by the end of the day.

temperatures are a little on the cool side, 19 or 20 celsius. now, that rain, the low pressure moves away east as we head into this evening and overnight. becoming dry but it does leave a legacy of cloud. low cloud, mist and murkiness, the minimum temperature 13 to 15 celsius so another mild night. fortomorrow, low pressure to the east. it does remain largely cloudy but largely dry. you can't rule out the odd spot of rain. and then for thursday, a ridge of high pressure starts to build so it is going to become drier once today's rain clears. with the addition of a little bit of sunshine on thursday, the temperature back up to 22 celsius. bye for now. hello, this is breakfast with louise minchin and dan walker. morning live follows us on bbc one this morning. let's find out what's in store from janette and gethin. morning! coming up on morning live.

with gps now only seeing just over half of their patients face to face, dr punam explains how to get the most out of your appointment, whether it's in person or on the phone. plus some experts are predicting supermarket fresh food shortages could last into winter and even get worse. so now could be the perfect time to try more canned food. masterchef semi—finalist, theo michaels shows us how to make cheap and nutritious dishes the whole family will love. also on the show, with 84% of brits admitting they have household items they barely use cluttering up their homes, we find out how one man from hull has found the perfect solution with a library of things. and dogs might have loved having their owners at home during the pandemic but one study's found cats have hated it and are so sick of seeing their owners they're feeling stressed! 0ur vet drjames explains the science behind their behaviour and how to help them feel better. plus he's famous for his wildlife adventures around the world but chris packham tell us how

a road trip around the uk with his step—daughter megan was his most inspiring experience ever. we'll see you at 9.15am. thank you, you are very thoughtful with your present, swimming goggles, can be better! you with your present, swimming goggles, can be better!— with your present, swimming goggles, can be better!_ i— with your present, swimming goggles, can be better!_ i gave - with your present, swimming goggles, can be better!_ i gave it - can be better! you got it! i gave it to hertoday. _ can be better! you got it! i gave it to hertoday. l _ can be better! you got it! i gave it to her today, i said _ can be better! you got it! i gave it to her today, i said it _ can be better! you got it! i gave it to her today, i said it was - can be better! you got it! i gave it to her today, i said it was a - can be better! you got it! i gave it to her today, i said it was a lovely j to her today, i said it was a lovely present from your whole team and she opened it straightaway! it present from your whole team and she opened it straightaway!— opened it straightaway! it was 'ust to say good — opened it straightaway! it was 'ust to say good look. i opened it straightaway! it was 'ust to say good luck, i i opened it straightaway! it was 'ust to say good luck, i know�* opened it straightaway! it was 'ust to say good luck, i know you h opened it straightaway! it wasjust to say good luck, i know you are i to say good luck, i know you are going to be doing a lot of triathlon or mac. sending you lots of love. you have put pressure on for my present — you have put pressure on for my present tomorrow! just you have put pressure on for my present tomorrow!— you have put pressure on for my present tomorrow! just dance really well at the weekend! _ campaigners have responded angrily to the work and pensions secretary after comments she made on this programme yesterday

about universal credit. labour said therese coffey was wrong to suggest that removing the £20 uplift would only mean "two hours' extra work every week" for claimants. it's thought it would actually work out as nine additional hours. nina has been taking a look but first, there's been some new unemployment figures out this morning? good morning. universal credit is quite _ good morning. universal credit is quite complicated _ good morning. universal credit is quite complicated and _ good morning. universal credit is quite complicated and we - good morning. universal credit is quite complicated and we will- good morning. universal credit is l quite complicated and we will come onto n _ quite complicated and we will come onto n in _ quite complicated and we will come onto n in a — quite complicated and we will come onto n in a minute. _ quite complicated and we will come onto n in a minute. thie— quite complicated and we will come onto n in a minute.— onto n in a minute. we had the latest unemployment _ onto n in a minute. we had the latest unemployment figures i onto n in a minute. we had the| latest unemployment figures for onto n in a minute. we had the - latest unemployment figures for the month may to july. latest unemployment figures for the month may tojuly. unemployment is at 4.6%, but the number of people in work making a good recovery compared to pre—pandemic levels. but we are two and a half weeks away from the end of the furlough scheme and we expect to see leap in the unemployment figures then. so we are keeping a keen eye on the if it

system. this is all about universal credit, that's the single benefit payment that has replaced things like housing benefit, income support, and jobseeker's allowance. at the start of the pandemic around three million people were claiming universal credit. fast forward to july this year and that number has nearly doubled. in march 2020 the government began giving claimants an extra £20 a week in recognition of how difficult the period was. but now that extra boost is about to be removed, something that critics say will have a devastating impact on some families. yesterday the secretary of state for work and pensions came on this programme and defended the plan, saying claimants could simply make up the loss by working extra hours. here's what she said. last year, when the £20 a week uplift for the standard allowance was put in place, it was done recognising particularly people new to the benefits, having lost theirjobs perhaps for the first time ever, so it made that standard allowance at that time similar to the minimum amount of money you would get through not being at work or through being sick. but i'm conscious that £20 a week is about

two hours extra work every week. we will see what we can do to help people perhaps secure those extra hours. but ideally also to make sure they are in a place to get better paid jobs as well. so two hours extra work a week to make up for the loss of £20? is that right? let's have a look. if you're over 25 and single, the standard universal credit allowance is just over £300 a month. on top of that, claimants have been receiving that £20 a week top up. but universal credit is a tapered benefit meaning as you earn, your benefits are reduced. for every one pound you get paid, 63p is taken off your benefits, leaving 37p to go in to your pocket. we spoke to karen who's been on universal credit for three years. she wasn't happy with what was said yesterday. that is absolutely rubbish, because the thing is for a start they take 63p out of every pound you earn anyhow.

so if i worked another couple of hours, like she is saying, a week, iwould be getting pennies more. i go to bed of a night, i'm 63 and i should be getting my pension now anyhow, but i just worry about it all the time. so how long would would it actually take claimants to pocket an extra £20? that would depend on things like hourly rate, housing costs and dependents, but one estimate for a claimant on the national living wage is that for two hours extra worked, they'd actually take home just £6.60. to recoup the £20 they're about to lose they'd have to work six, not two extra hours of work. thg government told us they were referring to a specific group of claimants like those with children or a disability who can earn up to £500 a month without facing a taper. and some of those people could receive £20 for two hours work. but we asked the government how many people are in that category,

and they couldn't tell us. one organisation, thejoseph rowntree foundation, and the government's faced a huge backlash on this. one organisation, thejoseph rowntree foundation, say that number's small. labour have said she was either lying when she came on breafkast or doesn't understand how universal credit works. the government told us the secretary of state was just focusing on its plan forjobs which they hope will help people back into work and for those that are in work to earn more. we have had a big response from you this morning, arthur got in touch and said, my wife has early onset dementia, she can't work, i am on furlough, we really worry about the future. carl is on benefits and said that the utility costs has been going up, as has had the the cost of

a weekly shop. and we will seek pressure on food banks and homelessness. i think what is important from a lot of people who have got in touch this morning is, part of those on universal credit cannot work so they don't have the option to top up their salary. the government are facing accusations this morning of notjust not understanding the pressure it puts on families when they lose their £20 per week but not fully understanding their own policies.— their own policies. thank you for oooin their own policies. thank you for going through — their own policies. thank you for going through it _ their own policies. thank you for going through it so _ their own policies. thank you for going through it so carefully - their own policies. thank you for going through it so carefully forl going through it so carefully for us. i going through it so carefully for us. . , going through it so carefully for us, , going through it so carefully for us. , , going through it so carefully for us. i was sitting very shabbily there, us. i was sitting very shabbily there. sorry! _ it's thousands of years old and one of the world's most famous prehistoric monuments. the question is, how do you keep stonehenge standing? after assessing the stones, english heritage has launched a major conservation project to keep the site safe for the future, as breakfast�*sjohn maguire has been finding out.

metal scaffolding may be an incongruous sight next to the ancient structure. and it will be taken down every evening over the next few weeks, such is the determination to keep stonehenge open and looking as normal as possible. this conservation work is, in itself, historic. the last time something of this scale was undertaken was more than 60 years ago, when the ladders were wooden, you could smoke a pipe while working, and protective headgear was a woolly hat. much has changed over the decades, but the problems remain. a few years ago we did do a laser scan of every single stone, so we got a very good record now of all the cracks and the holes, a lot of which are natural and geological. but also, one of the lintels, for example, was stitched together in the 19505, so we're going to be doing some repair work to that, because at the time they used a mortar that was very hard and we are going to replace that with lime mortar. surveying the earlier work at the time was eight—year—old richard woodman—bailey.

his father was the chief architect, and young richard concealed a coin within the stones. today, 63 years on, despite being older and wiser, he will do the same again with a £2 coin, struck specially for the occasion by the royal mint. it's a real honour for me to be able to do this today. over 60 years has passed, and to find it's something that's been remembered and has been recorded, in fact, is happening, to be able now, as they are going to be doing some further minor repairs to some of the stones this year, to follow up that 1958 coin with a 2021 britannia £2 coin, is really a great honour indeed. repairing, restoring, conserving — there are subtle differences. and at this world heritage site everything is tightly controlled.

after all, they are working in the footsteps of giants. they may not have used phrases like structural engineer or architect 4500 years ago, but they were very clever people. on top of each pillar there's a tenonjoint, that bit of rock that you can see sticking up. they would then go inside this mortise hole. so the lintels would have sat on top of the pillars. we think this one was never actually placed on top of the pillar. we don't know why. as with so much in stonehenge, it remains a mystery. with our changing climate, english heritage is aware the stones will face different weather patterns, so the hope is to future proof the work for at least the next 60, 70, maybe 100 years. which, of course, when this place is 4500 years old, is the merest blink of an eye. john maguire, bbc news, stonehenge.

it's been 25 years since the spice girls released their debut album, turning ginger, sporty, scary, baby and posh into global superstars overnight. they told us to spice up our lives with a zig—a—zig—ah, cani can i get away with saying that? sounds a bit weird! a little bit posh! they won legions of fans with their girl power mantra. and now a new documentary is looking back on the best—selling girl band of all time. here's how it all started. in the spring of 1994, chris herbert had an idea and organised a series of auditions in central london. it always comes up when people ask me what i do, so, if i say i'm in music management, they are like, anyone we know? somewhere you reel off the artists and in the beginning you say, i put the spice girls together. these are the scores, so, yeah, number, dance, singing, look, personality. so, victoria, victoria adams—wood,

dancing, six, singing, five, look, seven. gosh! harsh, brutal. we're joined now by the directors of the documentary, vari innes and alice mcmahon—major. morning, both. you have gone through so much footage, haven't you? what was the start of point? the so much footage, haven't you? what was the start of point?— was the start of point? the starting ooint, it is was the start of point? the starting point, it is covering _ was the start of point? the starting point, it is covering a _ was the start of point? the starting point, it is covering a period - was the start of point? the starting point, it is covering a period of - was the start of point? the starting point, it is covering a period of 25 l point, it is covering a period of 25 years— point, it is covering a period of 25 years which— point, it is covering a period of 25 years which is a long time. the first— years which is a long time. the first thing _ years which is a long time. the first thing which you have to do is, we had _ first thing which you have to do is, we had to— first thing which you have to do is, we had to do— first thing which you have to do is, we had to do a huge deep dive with our archive — we had to do a huge deep dive with our archive producer and watched all things— our archive producer and watched all things spice girls. which is an absolute — things spice girls. which is an absolute joy. for things spice girls. which is an absolute joy-— things spice girls. which is an absolute 'o . ., ., ., , absolute 'oy. for me, that would be utter absolute joy. for me, that would be utter 'o ! absolute joy. for me, that would be utterjoy! yes. _ absolute joy. for me, that would be utterjoy! yes. we — absolute joy. for me, that would be utterjoy! yes, we spent _ absolute joy. for me, that would be utterjoy! yes, we spent six - absolute joy. for me, that would be utterjoy! yes, we spent six or- utter 'oy! yes, we spent six or eioht utterjoy! yes, we spent six or eight weeks — utterjoy! yes, we spent six or eight weeksjust _ utterjoy! yes, we spent six or eight weeks just watching - utterjoy! yes, we spent six or- eight weeks just watching everything that is— eight weeks just watching everything that is available, a massive trip down _ that is available, a massive trip down memory lane. and some of the

footage _ down memory lane. and some of the footage was— down memory lane. and some of the footage was familiar, but you haven't — footage was familiar, but you haven't seen it for years, a lot of the footage — haven't seen it for years, a lot of the footage we had not ever seen before _ the footage we had not ever seen before so — the footage we had not ever seen before. so that was one of the most joyous _ before. so that was one of the most joyous part— before. so that was one of the most joyous part of the production. alice, — joyous part of the production. alice, you _ joyous part of the production. alice, you have managed to wedge 25 years into three programmes. are there different themes across the programmes?— there different themes across the programmes? yes, very much. the first one starts _ programmes? yes, very much. the first one starts in _ programmes? yes, very much. the first one starts in the _ programmes? yes, very much. the first one starts in the 90s - programmes? yes, very much. the first one starts in the 90s at - programmes? yes, very much. the first one starts in the 90s at the . first one starts in the 90s at the beginning. — first one starts in the 90s at the beginning. and— first one starts in the 90s at the beginning, and that _ first one starts in the 90s at the beginning, and that is _ first one starts in the 90s at the beginning, and that is backdrop| first one starts in the 90s at the . beginning, and that is backdrop of the ladette — beginning, and that is backdrop of the ladette culture, _ beginning, and that is backdrop of the ladette culture, and _ beginning, and that is backdrop of the ladette culture, and then- beginning, and that is backdrop of the ladette culture, and then it. the ladette culture, and then it goes _ the ladette culture, and then it goes through _ the ladette culture, and then it goes through the _ the ladette culture, and then it goes through the naughties - the ladette culture, and then it| goes through the naughties and the ladette culture, and then it - goes through the naughties and then it goes— goes through the naughties and then it goes through — goes through the naughties and then it goes through the _ goes through the naughties and then it goes through the #metoo - goes through the naughties and then it goes through the #metoo era. - goes through the naughties and theni it goes through the #metoo era. you have not it goes through the #metoo era. you have got the — it goes through the #metoo era. have got the footage of the first auditions which is amazing. when you see that, they seem fully formed and ready to go. see that, they seem fully formed and ready to go— ready to go. that's something that has been said _ ready to go. that's something that has been said a _ ready to go. that's something that has been said a lot _ ready to go. that's something that has been said a lot over— ready to go. that's something that has been said a lot over the - ready to go. that's something that has been said a lot over the years, that certain — has been said a lot over the years, that certain characteristics, how manufactured they were, and to what extent _

manufactured they were, and to what extent was _ manufactured they were, and to what extent was that, were their identities manufactured? and their characters? what's really telling looking — characters? what's really telling looking at the footage, they were fully formed as the people, they were _ fully formed as the people, they were individuals, and i think one of the real— were individuals, and i think one of the realjoys— were individuals, and i think one of the realjoys of them as individuals is that— the realjoys of them as individuals is that they— the realjoys of them as individuals is that they were normal women. very different— is that they were normal women. very different personalities, and they were _ different personalities, and they were allowed to be themselves. shall were allowed to be themselves. shall we have a burst _ were allowed to be themselves. shall we have a burst of _ were allowed to be themselves. shall we have a burst of a _ were allowed to be themselves. ’si—ii we have a burst of a song? were allowed to be themselves. 5“i—.ii we have a burst of a song? wannabe? # if you want to get with me, better make it fast # don't go wasting my precious time # don't go wasting my precious time # get your act together, we can be just fine # i tell you what i want, what i really, really wants, i wanna really, really wants, i wanna really, really wants, i wanna really, really really wanna zig—ah—zig ah. what comes across really clearly if

they did know, they were very clear what they wanted. thea;r they did know, they were very clear what they wanted.— they did know, they were very clear what they wanted. they very much had a a mind of their _ what they wanted. they very much had a a mind of their own, _ what they wanted. they very much had a a mind of their own, and _ what they wanted. they very much had a a mind of their own, and you - what they wanted. they very much had a a mind of their own, and you see - a a mind of their own, and you see that especially— a a mind of their own, and you see that especially after— a a mind of their own, and you see that especially after they - a a mind of their own, and you see that especially after they get - a a mind of their own, and you see that especially after they get rid i that especially after they get rid of their— that especially after they get rid of their manager— that especially after they get rid of their manager simon - that especially after they get rid of their manager simon fuller, i that especially after they get rid - of their manager simon fuller, they take control— of their manager simon fuller, they take control of— of their manager simon fuller, they take control of all— of their manager simon fuller, they take control of all of _ of their manager simon fuller, they take control of all of their— take control of all of their performances— take control of all of their performances and - take control of all of their performances and all- take control of all of their- performances and all aspects. because — performances and all aspects. because they _ performances and all aspects. because they were _ performances and all aspects. because they were so - performances and all aspects. i because they were so distinctive, people identify with one in particular, there were 20 do you? i think we got asked this in our interview?— think we got asked this in our interview? ,., . ., , ., interview? -- so which one did you identify with? _ interview? -- so which one did you identify with? why _ interview? -- so which one did you identify with? why do _ interview? -- so which one did you identify with? why do you - interview? -- so which one did you identify with? why do you look - interview? -- so which one did you identify with? why do you look so l identify with? why do you look so nervous? she identify with? why do you look so nervous? ,, , ,., identify with? why do you look so nervous?— you i identify with? why do you look so l nervous?_ you are nervous? she is so ginger. you are so a baby- — nervous? she is so ginger. you are so a baby- what — nervous? she is so ginger. you are so a baby. what about _ nervous? she is so ginger. you are so a baby. what about you? - nervous? she is so ginger. you are so a baby. what about you? it - nervous? she is so ginger. you are so a baby. what about you? it was| so a baby. what about you? it was posh, so a baby. what about you? it was posh. now — so a baby. what about you? it was posh. now it _ so a baby. what about you? it was posh, now it is _ so a baby. what about you? it was posh, now it is sporty. _ so a baby. what about you? it was posh, now it is sporty. it - so a baby. what about you? it was posh, now it is sporty. it can - posh, now it is sporty. it can change. what is the most important thing that they have done? i change. what is the most important thing that they have done?- thing that they have done? i think for me, thing that they have done? i think for me. the _ thing that they have done? i think for me, the legacy _ thing that they have done? i think for me, the legacy of _ thing that they have done? i think for me, the legacy of the -

thing that they have done? i think for me, the legacy of the spice i for me, the legacy of the spice girls— for me, the legacy of the spice girls is, — for me, the legacy of the spice girls is, they weren'tjust for me, the legacy of the spice girls is, they weren't just a for me, the legacy of the spice girls is, they weren'tjust a band that was— girls is, they weren'tjust a band that was all about the music, they really— that was all about the music, they really had — that was all about the music, they really had a message. and that was about— really had a message. and that was about solidarity and individuality. in about solidarity and individuality. in that _ about solidarity and individuality. in that period of the 90s, it was so exciting _ in that period of the 90s, it was so exciting we — in that period of the 90s, it was so exciting. we were young, you are eights, _ exciting. we were young, you are eights, i— exciting. we were young, you are eights, i was exciting. we were young, you are eights, iwas13, it was exciting. we were young, you are eights, i was 13, it was such an exciting — eights, i was 13, it was such an exciting time to be a girl. that has stayed _ exciting time to be a girl. that has stayed with— exciting time to be a girl. that has stayed with us and stayed with the fans _ stayed with us and stayed with the fans you — stayed with us and stayed with the fans. you can be who you want to be, that sense _ fans. you can be who you want to be, that sense of — fans. you can be who you want to be, that sense of solidarity.— that sense of solidarity. there are a lot of spice _ that sense of solidarity. there are a lot of spice girls _ that sense of solidarity. there are a lot of spice girls super - that sense of solidarity. there are a lot of spice girls super fans i that sense of solidarity. there are a lot of spice girls super fans out| a lot of spice girls super fans out there. if there is something that they could learn from this documentary, are there any secrets in there? , , ,., documentary, are there any secrets in there? , , y., ., in there? definitely, you will have to tune in. _ in there? definitely, you will have to tune in, there's _ in there? definitely, you will have to tune in, there's some - in there? definitely, you will have to tune in, there's some great i to tune in, there's some great anecdotes. _ to tune in, there's some great anecdotes. and _ to tune in, there's some great anecdotes, and a _ to tune in, there's some great anecdotes, and a great - to tune in, there's some great anecdotes, and a great story. to tune in, there's some great i anecdotes, and a great story about to tune in, there's some great - anecdotes, and a great story about 5 club seven— anecdotes, and a great story about 5 club seven as — anecdotes, and a great story about 5 club seven as well. _ anecdotes, and a great story about 5 club seven as well. girl— anecdotes, and a great story about s club seven as well.— club seven as well. girl power has continued as _ club seven as well. girl power has continued as well, _ club seven as well. girl power has continued as well, hasn't - club seven as well. girl power has continued as well, hasn't it? i club seven as well. girl power has | continued as well, hasn't it? yeah, and it has taken _ continued as well, hasn't it? yeah, and it has taken on _ continued as well, hasn't it? yeah, and it has taken on a _ continued as well, hasn't it? yeah, and it has taken on a new - continued as well, hasn't it? yeah, | and it has taken on a new relevance in the _ and it has taken on a new relevance in the last— and it has taken on a new relevance in the last few years and i think it

is something which has evolved over the last— is something which has evolved over the last 30 _ is something which has evolved over the last 30 years. it feels particularly pertinent at the moment and that's— particularly pertinent at the moment and that's a key reason why we made this documentary, it's a perfect time _ this documentary, it's a perfect time to— this documentary, it's a perfect time to be _ this documentary, it's a perfect time to be looking back at girl power— time to be looking back at girl power and how it evolves over this time _ power and how it evolves over this time. “ , ., , ., power and how it evolves over this time. “ , .,, ., .., time. and there were people who came so close to coming _ time. and there were people who came so close to coming into _ time. and there were people who came so close to coming into the _ time. and there were people who came so close to coming into the band, i so close to coming into the band, you have some of them in documentary?— you have some of them in documentary? you have some of them in documenta ? , , ., ., documentary? yes, we spoke to a lovely woman. — documentary? yes, we spoke to a lovely woman, leanne, _ documentary? yes, we spoke to a lovely woman, leanne, he - documentary? yes, we spoke to a lovely woman, leanne, he was i documentary? yes, we spoke to a i lovely woman, leanne, he was very briefly— lovely woman, leanne, he was very briefly a _ lovely woman, leanne, he was very briefly a part — lovely woman, leanne, he was very briefly a part of the make—up of the band _ briefly a part of the make—up of the band -- _ briefly a part of the make—up of the band -- she — briefly a part of the make—up of the band. —— she was very briefly. she has gone — band. —— she was very briefly. she has gone to— band. —— she was very briefly. she has gone to have a good successful career— has gone to have a good successful career in _ has gone to have a good successful career in her own right. she has been _ career in her own right. she has been through life in the last 30 years— been through life in the last 30 years but— been through life in the last 30 years but out of the public eye. it is interesting to see her perspective on it.- is interesting to see her perspective on it. they were terrible at — perspective on it. they were terrible at miming _ perspective on it. they were terrible at miming on - perspective on it. they were terrible at miming on top i perspective on it. they were j terrible at miming on top of perspective on it. they were i terrible at miming on top of the pops, weren't they? i'm not saying it's not difficult!—

it's not difficult! brilliance to soeak it's not difficult! brilliance to s o eak to it's not difficult! brilliance to speak to you. _ it's not difficult! brilliance to speak to you, thank - it's not difficult! brilliance to speak to you, thank you i it's not difficult! brilliance to speak to you, thank you for l it's not difficult! brilliance to - speak to you, thank you for bringing a little bit of spice into our lives. the first episode of 'spice girls: how girl power changed britain�* is on channel 1! tonight at 9pm. i'm glad you enjoyed researching it. thank you for talking to us about it. a, «a a, thank you for talking to us about it. a, k, a, , here's matt with a look at this morning's weather. not looking brilliant from all of the photographs we have seen. yes, you had adam hiding from the rain, this was the view in london, it is hammering it down. there are a met office warnings in place, they could be a months worth of rain in a few spots, risk of some disruption. it will be brighter in western parts of the uk compared to yesterday. some rain around but this batch of rain has moved around of northern france during the early hours and it is working north, very slow moving with some torrential downpours, the odd rumble of thunder and flash of

lightning. looks like it could be parts of the midlands towards the lights of lincolnshire and yorkshire where we could see in one or two spots, not everywhere, but around 50 to 70 millimetres of rain. that is about a months worth in the space of about a months worth in the space of a day. there is a risk of flooding in one or two areas. easing away from the south later on, across the western half of the uk, the morning rain will have petered out in the western parts, a greater chance of some sunshine. it is here where we will see some temperatures at their highest, with the sunshine out it quite pleasant, 22 or 23 in one or two spots. temperatures in the mid teens where the rain lingers. it will rust —— last into the north sea, as you go through into tomorrow morning. the odd spot of light rain and drizzle, most becoming dry, that ground will be, and it could be a

misty and murky starts tomorrow. we will see fog in the morning and high—pressure building in through wednesday which will hang around in through wednesday which will hang around into thursday. the middle of the week period, even though there will be morning mist and muck around, most places will be dry and there will be a reasonable chance of sunshine. better day on wednesday across england although it will be a grey and misty and murky day. a lot of the low cloud will break up the sunny spells, to eat in scotland, and the western scotland and northern ireland will have more cloud. —— through eastern scotland. as we go through into thursday, some dense fog patches across northern and western parts of the uk. that will take until mid morning to clear, it could lift into low cloud. most of us. they with some sunshine. it should be a fine day forjust about all of us. temperatures where they should be for the time of year, high teens and low 20s. later in the day some cloud and patchy rain

pushed into western scotland and northern ireland before more rain in the west. certainly today there could be nasty conditions out there. if you've ever wondered about the secret lives of turtles in the ocean or kangaroos in the outback, then wonder no more. that's because the wildlife series animals with cameras is back, giving us a chance to see the world from their perspective. let's take a look. once the turtle has finished laying her precious eggs, albert and christoph work swiftly and silently, to collect valuable data for the ongoing research. then they place a temporary box around her to keep her safe. this is an exciting moment for me because this female is soon to go from just one of the many thousands of turtles that visit to these nests to becoming a member of ourfilm crew. her shell or carapace is given

a clean and a camera is attached, using an environmentally friendly resin. once the camera anchors have eroded away, this will be shed over the coming days. just over an hour after she first heaved herself onto the beach, our turtle is reunited with the ocean. here she comes. we'rejoined now by simon baxter, the producer and director of animals with cameras. we have seen a little bit about how you attach a camera to a turtle, but this is a delicate operation, and presumably the animal's welfare is right at the top. presumably the animal's welfare is right at the tap-— right at the top. yes, it is riori right at the top. yes, it is priority number— right at the top. yes, it is priority number one. - right at the top. yes, it is priority number one. the| right at the top. yes, it is - priority number one. the idea of right at the top. yes, it is _ priority number one. the idea of the series is to collaborate with scientists and use the cameras to help reveal something new that we can't do any other way. it might sound sunny but there's only so much you can really learn from watching an animal in the world of filming it

with a long lens —— it might sound funny, because the animals can run faster or swim faster than we can keep up. they are going to places we just can't get to. so these on—board cameras can really help give us a window into their world and show exactly what they get up to when we not there. find exactly what they get up to when we not there. �* , , ,.,, exactly what they get up to when we not there. �* , not there. and i suppose you then watch hours _ not there. and i suppose you then watch hours and _ not there. and i suppose you then watch hours and hours _ not there. and i suppose you then watch hours and hours and - not there. and i suppose you then watch hours and hours and hours. not there. and i suppose you then l watch hours and hours and hours of footage to make sure you collate the best bits. {iii footage to make sure you collate the best bits. . ., , footage to make sure you collate the best bits. u, , , ., footage to make sure you collate the best bits. _, , i. u, best bits. of course, you can imaaine best bits. of course, you can imagine they _ best bits. of course, you can imagine they are _ best bits. of course, you can imagine they are not - best bits. of course, you can imagine they are not always | best bits. of course, you can i imagine they are not always the best bits. of course, you can - imagine they are not always the best camera operators! left imagine they are not always the best camera operators!— camera operators! left a bit, lease! camera operators! left a bit, please! the)! _ camera operators! left a bit, please! they get _ camera operators! left a bit, please! they get to - camera operators! left a bit, please! they get to amazing | camera operators! left a bit, - please! they get to amazing footage but ou please! they get to amazing footage but you have — please! they get to amazing footage but you have to _ please! they get to amazing footage but you have to go _ please! they get to amazing footage but you have to go frame _ please! they get to amazing footage but you have to go frame by - please! they get to amazing footage but you have to go frame by frame l please! they get to amazing footage | but you have to go frame by frame to find the best bits. one of the scientists we worked with summed it up scientists we worked with summed it up well, he said that in order to save a species, first you have to understand it. and that really sums up understand it. and that really sums up exactly what we were trying to achieve with these on—board cameras. they aren't harmed when the cameras

up they aren't harmed when the cameras up return, or when they fall off? not at all, we work with and follow all the guidelines, they would tell us exactly what stringent guidelines we would have to follow and we took them and made it even more stringent. the whole idea was to learn something new and really show and help understanding conserving them. it and help understanding conserving them. , ., ., and help understanding conserving them. , . ., ., them. it is amazing, the point of view that you — them. it is amazing, the point of view that you get, _ them. it is amazing, the point of view that you get, no _ them. it is amazing, the point of view that you get, no other - them. it is amazing, the point ofj view that you get, no other show provides you with all of that information.— provides you with all of that information. . , ., , information. yeah, when you see the footaae information. yeah, when you see the footage come — information. yeah, when you see the footage come back _ information. yeah, when you see the footage come back and _ information. yeah, when you see the footage come back and you _ information. yeah, when you see the footage come back and you realise i footage come back and you realise how important that footage is to the scientists and what they learn, you open the laptop and they say, i have never seen that before, i have never seen them do that and never understood it. 50 seen them do that and never understood it.— seen them do that and never understood it. so what kind of thins understood it. so what kind of things did _ understood it. so what kind of things did you _ understood it. so what kind of things did you learn? - understood it. so what kind of things did you learn? for - understood it. so what kind of things did you learn? for the l understood it. so what kind of- things did you learn? for the show that went out _ things did you learn? for the show that went out last _ things did you learn? for the show that went out last wednesday, - things did you learn? for the show l that went out last wednesday, there was an amazing sequence where we put a camera on a loggerhead turtle and the team really wanted to see what

the team really wanted to see what the animals were doing off of the nesting beach. are they laying their eggs and going or are they staying and feeding? if they are staying, that's important because we need to conserve that area and give it more protection. so you can see the titles here. by learning all the information, we can put in new conservation measures. episode two is tomorrow. — conservation measures. episode two is tomorrow, what _ conservation measures. episode two is tomorrow, what do _ conservation measures. episode two is tomorrow, what do we _ conservation measures. episode two is tomorrow, what do we have - conservation measures. episode two is tomorrow, what do we have to - conservation measures. episode two. is tomorrow, what do we have to look forward to? , is tomorrow, what do we have to look forward to?— is tomorrow, what do we have to look forward to? , �* �* ., ., ., ., forward to? yes, bbc two tomorrow -- at 8m forward to? yes, bbc two tomorrow -- at 8pm tomorrow. _ forward to? yes, bbc two tomorrow -- at 8pm tomorrow, it's _ forward to? yes, bbc two tomorrow -- at 8pm tomorrow, it's all _ forward to? yes, bbc two tomorrow -- at 8pm tomorrow, it's all about - at 8pm tomorrow, it's all about australia so there are pretty iconic animals, kangaroo and koala. probably my favourite sequence of the whole sequence is about flying foxes, these big giant bats in adelaide and the team managed to make the tiny, tiny little cameras that fitted on the back of the bat. and that camera that they developed weighed just over 30 grams. a slice

of bread is a0 grams. lighter than that, there you go, you can see how tiny it is. to reveal what they get up tiny it is. to reveal what they get up to, the scientists there, they wanted to know what the bat speed on, are they going to be a problem for commercial fruit farms in the area? it turned out... i won't spoil it! ., ., ., ., . it! you will have to watch! presumably _ it! you will have to watch! presumably there - it! you will have to watch! presumably there are - it! you will have to watch! - presumably there are difficulties filming _ presumably there are difficulties filming anyway with cameras on animals. — filming anyway with cameras on animals, then you have a global pandemic— animals, then you have a global pandemic as well.— animals, then you have a global pandemic as well. yes, obviously the covid pandemic— pandemic as well. yes, obviously the covid pandemic did _ pandemic as well. yes, obviously the covid pandemic did create _ pandemic as well. yes, obviously the covid pandemic did create a - pandemic as well. yes, obviously the covid pandemic did create a few- covid pandemic did create a few issues. but it's all part and parcel of it, and we had to carry on and it makes it worthwhile when you see the footage and you see what the animals have filmed, and you know how useful that that it is going to be to the scientists and conservationists, that pain just falls away and forget about it. i that pain 'ust falls away and forget about it. ., that pain 'ust falls away and forget about it. . , ., ., about it. i imagine you get a few comical moments _ about it. i imagine you get a few comical moments as _ about it. i imagine you get a few comical moments as well- about it. i imagine you get a few comical moments as well with i about it. i imagine you get a few -

comical moments as well with animals completely in control? it comical moments as well with animals completely in control?— completely in control? it would not be a wildlife _ completely in control? it would not be a wildlife series _ completely in control? it would not be a wildlife series if— completely in control? it would not be a wildlife series if there - completely in control? it would not be a wildlife series if there were i be a wildlife series if there were not a few mishaps or comedy moments so of course. i feel bad saying it, but i think the team involved filming the bats, they had the toughest time. they had to spend huge amount of time looking for the camera on the bat, huge amount of time looking for the camera on the hat, the bats would come in and they roost in the morning, and they are trying to find the camera, the bat with the camera. so the bats during the day, all they do is process food from the night before... i do is process food from the night before... ., do is process food from the night before... ~' ._ i. do is process food from the night before... ,, ,, , before... i like the way you put that, so before... i like the way you put that. so they — before... i like the way you put that, so they are _ before... i like the way you put that, so they are looking - before... i like the way you put that, so they are looking up? l before... i like the way you put| that, so they are looking up? of that, so they are looking up? course, they that, so they are looking up? of course, they end up getting rained on. is course, they end up getting rained on. , ~' course, they end up getting rained on, , " j course, they end up getting rained on. , ~ �* ., ., y on. is it like bluetooth, or do they need to get _ on. is it like bluetooth, or do they need to get the — on. is it like bluetooth, or do they need to get the cameras - on. is it like bluetooth, or do they need to get the cameras back? i need to get the cameras back? different— need to get the cameras back? different systems, often there is a remote release system —— quick release system. sometimes we can press a button and it will drop off, hopefully, doesn't always work first time. sometimes you can be

programmed in, you can tell it when it should be filming and when we wanted the systems drop off. i did any cameras get eaten? no, none were eaten! plenty broken!— eaten! plenty broken! thank you for 'oinin: us. animals with cameras is on bbc two tomorrow night at 8pm and both episodes will be available on iplayer. you're watching bbc breakfast. it's 8:59.

good morning, welcome to bbc news. here are the headlines: a uk—wide programme of boosterjabs for those aged over—50 is expected to be confirmed. it's part of the government's autumn and winter plan for managing covid. measures that could be brought in in england if the nhs risks becoming overwhelmed will be outlined later today. meanwhile, vaccinations for children aged 12 to 15 will go ahead in england, after ministers confirmed they would follow the latest advice from the uk's chief medical officers. i don't want to make a decision where it may be i might regret later in life. i just want to take things at a pace where i understand. i definitely want to get the vaccine as soon as possible. i think it will really help me and the people around me. are you getting your 12 to is—year—old vaccinated? it is your decision, their decision? let me know your thought process this mroning —

on twitter and instagram. i'm @vicderbyshire.