good morning, welcome to breakfast with rachel burden and charlie stayt. our headlines today. a postmortem examination is to be carried out on the body of a baby, found by police searching for the missing child of constance marten and mark gordon. the couple are still being questioned by police. a bitter row over school closures, and insulting criticism of teaching unions. more questions about how the government handled the coronavirus pandemic. the duke and duchess of sussex say they've been told to give up their uk home in the grounds of windsor castle given to the couple by the queen. tonnes of food going to waste. but with millions facing the prospect of food poverty

could it be put to better use? i'll have the details. good morning. after a night of fa magic with two big upsets, league two grimsby won at premier league southampton, to send their fans into harry haddock heaven, while championship side sheffield united also reach the quarter finals, knocking out tottenham. it is world book day and also a new chapter for the uk's it is world book day and also a new chapterfor the uk's beget children story writing competition. 500 words is back on the bbc edited here on breakfast. brea kfast. less chile breakfast. less chile and brazil yesterday, sunshine and showers, but into the weekend and the early part of next weekend and the early part of next week —— it is less cold than yesterday. but it will be turning cold over the weekend with some of us seeing snow next week.

it's thursday the 2nd of march. a postmortem examination is to be carried out on the body of a baby found by police searching for the missing child of constance marten and mark gordon. the couple disappeared in earlyjanuary and were arrested earlier this week. they are being held on suspicion of gross negligence manslaughter. vincent mcaviney reports. yesterday at locations from newhaven to brighton, the search for the missing baby was in full swing over a 90 square mile area. officers from the sussex force were joined by those from the metropolitan police and volunteer experts in search and rescue. there was concern for the welfare of the infant, but there was also still hope. but last night that hope was extinguished when a baby's remains were found in this woodland area near to where the couple were arrested monday night in north brighton. the detective superintendent leading the search, forced to make an announcement he'd been dreading. police officers searching a wooded area close to where constance and mark gordon were arrested,

discovered the remains of a baby. a postmortem examination will be held in due course. a crime scene is in place and work at the location is expected to continue for some time. 35—year—old constance marten and 48—year—old mark gordon were captured on cctv after emerging from the woods on monday to visit local shops. they returned along the same residential street 45 minutes later, but they'd been spotted by a member of the public who'd called 999. moments after this cctv footage was recorded, they were arrested. the two of them left their home in london in september when her pregnancy started to show. staying in a series of airbnbs, police believe their baby was then born in their car injanuary. but when the vehicle caught fire on the m61 near bolton onjanuary the 5th, the police started to investigate. cctv showed them travelling by taxi to liverpool, then harwich, before arriving in east london where they bought a tent

and camping supplies at argos. they finally travelled to newhaven. their baby was definitely alive at this stage as the taxi driver who drove them heard it, but at that point they disappeared, only to re—emerge six weeks later in brighton when they were arrested. for weeks, the police and constance�*s family have appealed to her to contact the authorities and warned of the dangers of freezing temperatures to her newborn. overnight, officers have guarded the crime scene as forensic tests are carried out to confirm the identity and detectives say a postmortem examination will take place in due course. vincent mcaviney, bbc news. yetunde yusuf is near the woodland where the remains were discovered. yetunde, this clearly has been a real shock to people living nearby? yes, that's right, charlie. so many

people were involved in the search over the last few days, so many local people, so many volunteers from the search and rescue specialist teams, and it's a tragic discovery by police who searched some 90 square miles to find the remains of a baby as we know there were drinking. as you heard from the detective superintendent from the metropolitan police, this is the outcome they hoped it wouldn't happen that the days went on, the temperatures grew cold and they eu, they felt they baby had come to some harm. today, they are also asking people not to speculate, although they are obviously sure that people will have been impacted by this, some people have already laid candles near, and it has impacted the local community here in brighton. the local community here in brighton-— the local community here in briahton. ., ~ newly released whatsapp messages involving the former health secretary, matt hancock suggest he was involved in a bitter

behind—the—scenes clash with then—education secretary sir gavin williamson over moves to keep schools open during the covid pandemic. the messages also show how the cabinet ministers expressed their frustration with teaching representatives, with mr hancock saying "what a bunch of absolute as—is the teaching unions are". political correspondent david wallace lockhart reports. more leaked messages from ministers during the pandemic, more apparent insight into decision—making. now education is in the spotlight. the daily telegraph suggests that in december 2020, matt hancock wanted schools closed for most pupils. the education secretary, sir gavin williamson, disagreed, and he seemed to be getting his way. in a message to his adviser, mr hancock suggested he wasn't giving up, saying, i want to find a way, gavin having won the day, actually preventing a policy car crash when the kids spread the disease injanuary. he then said, for that, we must now fight a rearguard action for a rational policy.

in earlyjanuary, borisjohnson announced that schools in england would close as part of a lockdown. in a commentary piece for the daily telegraph, sir gavin williamson has today said this closure wasn't done for the right reasons. he says he now questions if he should have resigned in protest. the telegraph has obtained these messages from the lockdown sceptic journalist isabel 0akeshott, who helped mr hancock writes his recent book. last night, she told talk tv why she went public. we cannot afford to wait for a decade or more for answers as to what was really going on. so this resource that i had is an extraordinary way to quickly get to the truth of what really happened, why crucial decisions were made that affected millions of lives, that millions of people are still paying the price for today. and the leaked messages seem to show matt hancock and sir gavin williamson discussing teachers.

in may 2020, sir gavin appeared to suggest they had access to ppe, adding, some willjust want to say they can't say they have an excuse to avoid having to teach. in a message from october 2020, matt hancock congratulates sir gavin on a cracking announcement on exams, and adds, what a bunch of absolute arses—the teaching unions are. 0ne head teachers union labelled this an appalling lack of respect. sir gavin williamson has said his comments were about unions, not teachers, who he has the utmost respect for. a spokesperson for matt hancock said, these are partial accounts, obviously spun with an agenda. they show matt was focused throughout on saving lives. the right place for a full assessment is the inquiry. that public inquiry will take some time. more of matt hancock's messages may appear sooner. david wallace lockhart, bbc news, westminster. we can speak now to our chief politicial correspondent, nick eardley.

what are you reading into the messages that have emerged in the last 2a hours? messages that have emerged in the last 24 hours?— last 24 hours? mourning, rachel, it's really quite — last 24 hours? mourning, rachel, it's really quite something, - last 24 hours? mourning, rachel, it's really quite something, i - last 24 hours? mourning, rachel, it's really quite something, i have never seen anything like it, this frank exchange of views between the people right at the top of government. there is so much in this this morning. i have written down a few things. ministers saying there was no robust rationale for the rule of six for under 12. number 10 talking about holding a fight —— avoiding a fight with devolved governments when it talked about masks in schools. doubts that some of scientists had about the effectiveness of shielding and boris johnson asking about the merits of giving over 65 is more of a choice when it came to shielding. it's a remarkable account of some of the big rows that went on in government at the time and the most embarrassing one today is that row on whether or not to close schools

back at the start of 2021 in england. you will remember there was a quickly changing government policy over various days when schools were going to be opened and that some are going to be opened and that some are going to be open, then there was a national lockdown. we have now got a much better idea of how that was playing out behind the scenes now. that really better fight going on between matt hancock and gavin williamson. —— bitterfights. williamson. —— bitter fights. ultimately williamson. —— bitterfights. ultimately mr hancock still says this is a partial account which is agenda driven, we need to wait for the public inquiry to see exactly what happened in the full context and the full content. but a remarkable sense of some of the big battles that were going on in government and how bitter some of them work. . ~' , ., government and how bitter some of them work. ., ~ , ., a the duke and duchess of sussex have been asked to vacate frogmore cottage in windsor, the couple's spokesperson has confirmed. they were reportedly told to leave the property by buckingham palace injanuary, days after harry published his memoir. 0ur royal correspondent

sarah campbell reports. since leaving the uk for a new life in the states, prince harry and his wife meghan have returned just to handful of times. and when they have done so, such as lastjune for the jubilee, they have stayed in frogmore cottage, the house gifted to them by the late queen. the five bedroom property is situated within the grounds of windsor castle, the duke and duchess spent more than £2 million on rent and refurbishments according to royal accounts. but there spokesperson has confirmed the suffixes have now been asked to vacate the property. 0nce suffixes have now been asked to vacate the property. once again, it has put royal relations back on the front pages, with the king reported to have sanctioned the move and prince andrew allegedly being lined up prince andrew allegedly being lined up to move in once the sussexes are out. buckingham palace has offered no comment on what are considered private family matters. this all comes in the wake of prince harry's memoir spare, the publicity campaign

that accompanied it at the six part television series putting the couple's grievances with the royal family in front of a global audience. just two months' time, harry's father prince charles will be crowned. it is still unclear whether harry, his youngest son, and meghan, will be there to witness it. protesters clashed with police in athens last night after staging a demonstration against the operator of the passenger train that crashed on tuesday. police fired tear gas at protesters, who lit fires in the streets. at least 43 people died when the passenger train collided with a freight train near the town of larissa. local police say a station master, in charge of signalling, has been charged with manslaughter. the third and final report into the manchester arena bombing will be published later today. the report will focus on the radicalisation of the bomber salman abedi, and whether the attack could have been prevented, as our north of england correspondentjudith moritz reports.

she was a firecracker. life and soul of every party that she ever went to. loved to travel. be at concerts, nights out. she was just a brilliant little sister, really. kelly brewster was one of 22 people murdered at manchester arena. they were all here in the foyer when a bomb exploded. it's nearly six years since that night and every aspect of the attack has now been examined. kelly's sister clare went to nearly every day of the public inquiry and has heard about one failing after another. we feel completely let down as a family at every level. everybody failed to protect us on that night and we will never, ever forgive any of them. the bomber, salman 0beidi, will be the focus of the last inquiry report, which will cover his radicalisation, the planning for the attack and whether it could have been prevented.

it's expected to be critical of mi5, who didn't share information they received with the police. on two separate occasions in the months leading up to the bombing, intelligence about salman abedi was received here at mi5. at the time, it was assessed as innocent or non—terrorist criminality. it's now widely accepted that it was highly relevant to the attack. abedi grew up just south of manchester city centre in the suburb of fallowfield. the report will address whether this community missed opportunities to spot a terrorist in the making. abedi went to this school where his head teacher at the time was ian fenn, who was also serving as an adviser to the government on addressing extremism in schools. he wouldn't have known how to make a bomb. he could barely light a bunsen burner. he says abedi showed no signs of extreme views as a schoolboy. salman would have had to have been

very carefully groomed and moulded from being a feckless, lacklustre, rather lazy, people would say good—for—nothing. if somebody is going to become a terrorist, they're not going to tell you about it, are they? and the radicalisation of salman abedi happened way after he left school. the report will examine whether didsbury mosque, where the abedi family worshipped, failed to confront extremism. the inquiry chairman will make a range of recommendations, a legacy of learning for manchester and beyond. absolutely, i would say it's been a really important journey for the city region, some of it really hard, don't get me wrong, really hard. but it's been a process of genuine learning. that phrase is used a lot now, isn't it? lessons will be learnt. well, i can say to the residents of greater manchester, they have been. so many lives were lost and families shattered. the inquiry has answered many questions, but no amount of reflection can repair the hurt. judith moritz, bbc news, manchester.

a french government minister is warning the country could be on the verge of a water crisis as a result of an ongoing winter drought. france has had little or no rain in the last few weeks and water levels have dropped alarmingly, with the country's longest river the river loire almost completely dry. this is the driest period in france since records began more than 60 years ago. i don't know whether we are expecting rain this weekend, the rain —— because the weather is to certainly colder. it is turning colder, more so even into the beginning of next week. there are some spots of rain in the forecast, but nothing significant. we have got a few spots of rain in the forecast today and also some

sunshine but we are starting on the frosty note in western scotland, and we will start off with some sunshine there. cloud is continuing to break on the southern half of england and wales, lingering in the eastern england and here we are likely to see the showers. we will have a fair bit of cloud across parts of northern ireland and southern scotland today, but some breaks across the far north. the wind is going to be lighter but still quite brisk across the south—east and the english channel, so it is not good to feel as cold as it is yesterday as it did for most of us despite the fact that the temperatures are very similar to yesterday. through this evening, more cloud comes in from the north sea and if anything overnight it starts to spread further south and west. the clear skies tonight will be across west wales, south—west england where temperatures should fall away to —3, and also across parts of scotland

where in the highlands we could see temperatures fall away to as low as -4 -5. this temperatures fall away to as low as —4 —5. this cloud will drift south and west, brightening up behind it, sunshine in scotland about a weak weather front in the north is going to produce some spots of rain in these other temperatures, seven to nine. the family ofjoanna simpson who was beaten to death by her estranged husband, robert brown, in 2010 spoke movingly at the launch of their campaign to prevent his early release from prison. joanna's mother said the death was a life—changing tragedy. she was joined by carriejohnson, the wife of former prime minister borisjohnson, who is also calling on dominic raab to intervene over brown's release, as tim muffett reports. remembering joanna simpson. westminster chapel in london last night, where family, friends and campaigners gathered to honour her and to fight on her behalf. and to call for the man who killed her, her husband, robert brown, not to be released from prison later this year, halfway

through his 26 yearjail term. we're campaigning now to protect ourselves and the public because with the sentence he has, robert brown will be automatically released in november. no application for parole, just out. robert brown was a british airways pilot. he'd driven to the home he'd previously shared with joanna in berkshire in october 2010. armed with a clawhammer, he hit his wife around the head at least 14 times. joanna had tried to defend herself. their two children were in another room and heard the attack. brown then buried his wife's body in a makeshift grave he had dug some weeks earlier. he was cleared of murder but admitted manslaughter on the grounds of diminished responsibility. at his trial, jurors heard that brown had been consumed with anger throughout the marriage. the couple were in the middle of divorce proceedings.

robert brown said he killed his wife during an argument about schools. if he does come out, god help us. the revenge he will feel, because he feels he was stitched up by us and... we're worried. we're very worried. the campaign to keep robert brown in prison is also backed by carriejohnson, whose speech last night was watched by her husband, the former prime minister, borisjohnson. she was targeted in 2007 byjohn warboys, a taxi driver who was later convicted of rape and a series of sexual assaults. i remember hetti and diana describing themselves as feeling like sitting ducks, powerless to do anything. and i knew that feeling from my own experience when i found out that taxi cab rapist john warboys was due to be released much earlier than we thought, with no explanation as to why. i remember feeling really scared. we think that the justice secretary, dominic raab, should urgently review

this case and use all his powers to do what he can to prevent the early release of robert brown. on sunday, dominic raab said he would be taking a close look at the case and also agreed to meet joanna's family. myjob is always to put victims first, so of course i'll meet with her and secondly, to protect the public. at the time of robert brown's sentencing, a prisoner in his situation could expect to serve half of their sentence before being released on licence. but since then, the rules have changed. for serious offences, prisoners now have to serve two thirds of their sentence in custody. but that's still not long enough for many, including joanna's mother, diana. diana park says that if robert brown is released, she doesn't trust the probation service to keep an eye on him. do you trust the probation service? well, i'm not going to make general comments about the probation service because i take the view and i have worked, obviously, as home secretary on certain cases,

but not of this nature. you know, the probation service is a very, very important and significant part of this. of course, we don't want him to be released from prison, full stop. 13 years after her death, the family and friends ofjoanna simpson are still fighting on her behalf and hoping that the man who killed her won't be released from prison this year. tim muffett, bbc news. today is world book day, a day for children to celebrate reading, and for parents to display their creativity with costumes! so you can probably guess what we're going to ask for next. we want to see your world book day photos. you may as well show off all of your efforts! ., .., ., . efforts! you can get in touch with us in all of _ efforts! you can get in touch with us in all of the _ efforts! you can get in touch with us in all of the usual— efforts! you can get in touch with us in all of the usual ways. -

send us a whatsapp message — the number is 0330123 0440, orjust scan the qr code with your phone's camera and that will automatically start a chat with us. you can still get in touch with us by email, and on twitter as well. that's excited, i didn't know you could scan a qr code off of the tv. you can also send them by post but we will catch up with them later on. i am well aware also that lots of schools do not dress up and they do other things so you can let us know about that as well. time now to get the news, travel and weather where you are. good morning from bbc london. i'm victoria hollins. schools across the capital and south—east will be affected by a teachers strike action

today. the union, the any you, estimates around a thousand members will be taking action in the dispute over pay. the majority of schools are expected to either restrict access to certain year groups awfully close. it's notjust about individual teachers pay, its about safeguarding the whole profession. if something isn't done now, we will hit breaking point where we are not able to retain and clearly we can see with all the stats, we are not able to recruit the teachers who are leaving. able to recruit the teachers who are leavinu. , ,., ., leaving. the department for education — leaving. the department for education has _ leaving. the department for education has said - leaving. the department for education has said it - leaving. the department forj education has said it wanted leaving. the department for - education has said it wanted formal talks on pay, conditions and reform ahead of the latest strike days but only if the any you called them. protests have been taking plates against plans to raise council tax by more than average in some boroughs. but the majority of londoners, bills for key services will increase by around 5% but croydon wanted to set a rise of 15%. protesters gathered outside the town hall and last night the plans were

voted down, but thurrock also saw protest against plans for a 10% rise which was approved last night. a teenage boy from north london has spent a year recreating photographs taken originally by his grandmother to try and help her with her alzheimer's. philip loveday from barnet has been following in her footsteps from 1955, trying to recreate the exact same picture in the hope of assisting the 83—year—old's memory loss. i the hope of assisting the 83-year-old's memory loss. i think what's been — 83-year-old's memory loss. i think what's been really _ 83-year-old's memory loss. i think what's been really interesting - 83-year-old's memory loss. i think what's been really interesting and i what's been really interesting and important about the project is it's helped my mum to reconnect with that really critical time in her life, but also to be able to place that in the present. she but also to be able to place that in the present-— the present. she seems to really like it, and _ the present. she seems to really like it, and i— the present. she seems to really like it, and i thought _ the present. she seems to really like it, and i thought it _ the present. she seems to really like it, and i thought it was - the present. she seems to really| like it, and i thought it was really heart—warming, to be honest. it makes _ heart—warming, to be honest. it makes me — heart—warming, to be honest. it makes me really happy to see she enjoyed _ makes me really happy to see she enjoyed it — makes me really happy to see she enjoyed it so much. a makes me really happy to see she enjoyed it so much.— makes me really happy to see she enjoyed it so much. a quick look at the travel- — enjoyed it so much. a quick look at the travel. good _ enjoyed it so much. a quick look at the travel. good service _ enjoyed it so much. a quick look at the travel. good service on - enjoyed it so much. a quick look at the travel. good service on the - the travel. good service on the tubes this morning. so far, all line seem to be running well. a check on the weather with elizabeth. it seem to be running well. a check on the weather with elizabeth.— the weather with elizabeth. it might now be the start _

the weather with elizabeth. it might now be the start of _ now be the start of the meteorological spring, but things are set to turn colder as we head through the weekend and into next week. today though, a little milder thanit week. today though, a little milder than it has been and there should be more in the way of sunshine and it should also stay dry and another chilly start today with a touch of frost out there and very close to freezing for most of us and there is some sunshine around this morning, and also some areas of cloud in the cloud will tend to thicken towards eastern areas as the day wears on. as we head to the end of the day, you could be really quite cloudy. temperatures of nine or 10 celsius with a lighter or more easterly wind blowing. through this evening and overnight, we will probably see a lot more cloud around and last night, so temperature is not quite as low. low single figures into tomorrow morning and tomorrow we see a return to the rather cloudy conditions with the wind again turning more north—easterly and they could be a few spots of drizzle from the thickness of the cloud and once again it will feel quite cold with a few spots of drizzle from the thickness of the cloud and once again it will feel quite cold with a bit of added wind—chill but it will

turn and some cold feeling air by sunday. turn and some cold feeling air by sunda . . �* , turn and some cold feeling air by sunda . ., �* , ., turn and some cold feeling air by sunda . ., �*, ., sunday. that's it, we are back in half an hour. _ hello, this is breakfast with charlie stayt and rachel burden. we've been talking a lot recently about how much our weekly groceries have been going up in price and about supermarket shortages. but even against this backdrop, a staggering amount of food is still wasted every year and charities say more needs to be done to stop that waste. hannah is looking at this for us. that is exactly the question, how do we stop— that is exactly the question, how do we stop the — that is exactly the question, how do we stop the food we are growing from --oin we stop the food we are growing from going to waste and not ending up on peoples _ going to waste and not ending up on peoples plates. how much we pay for our food and where we get it from are big issues at the moment, and across the country there are organisations trying to make sure we make the most of what we do have. so let's take a look at the figures. in the uk it's estimated that we throw away nine and half million tonnes of food each year from our homes,

businesses and restaurants. recent figures also revealed that another three million tonnes of edible food goes to waste on uk farms every year, that's the equivalent of nearly seven million meals. and at time when there are believed to be more than four million people experiencing food poverty, the question is how to put that surplus to good use. the country's largest food redistribution charity, fareshare says that more funding would help to avert what they call a 'hunger crisis'. i've been finding out more. this facility in manchester distributes nearly 5 million meals a year to charities and community groups, but right now, supplies cannot keep up with demand. it's really quite empty, so if you look at the shelves, all of the racking here, we've got quite a lot of empty spaces. we got spaces on the floor that are available, so normally it would be a lot fuller than this. is it because you had so much going out of here?

it is, because the demand for food has skyrocketed recently and we support over 250 charities across greater manchester, lancashire, cheshire, and the majority have seen a significant increase in the rise of food. much of the stock here comes from supermarkets, but other sources of surplus food are harder to get hold of. this fareshare say £25 million from the government would allow them to hand out millions more meals which are currently going to waste. 1000 charities have signed up to their vision. it's not rocket science. we are not waiting for some big breakthrough in technology, it's a question of financing, a question of logistics. we just need to get the food from a to b. and there's so much food at farm level that is surplus and wasted. you know? it's about 3 million tonnes per year, so at the same time there is this crazy demand in the country for it,

there's all this huge surplus and we just need help connecting to it. food distribution charities like this one i recently visited in trafford have seen demand soar as people struggle to afford the basics. we are looking today and people are coming here and they are coming here today, even though they haven't got bread—and—butter today, they are coming to keep warm, you know what i mean? that shows you what the world is all about, in terms of getting a brew they cant put the gas on wednesday get home. you know, i work on the vans, so i am sweating, and it's hard work, but it's just the way it is. the government says it has a commitment to halve food waste by 2030 and is working with businesses to measure and reduce it, but with food prices rising faster than ever, it's unlikely that demand for services like this is going to drop off any time soon. the food industry and supermarkets say they are trying to reduce waste. some have already changed their best

before labels, there are calls for hygiene regulations to be looked at too. there is no doubt schemes like this will he _ there is no doubt schemes like this will be good for people and the environment, but i suspect with the budget— environment, but i suspect with the budget coming up and all the demands for government funding we will see more _ for government funding we will see more calls— for government funding we will see more calls like this in the weeks to come _ more calls like this in the weeks to come. . ~' more calls like this in the weeks to come. ., ~ i. ., ., more calls like this in the weeks to come-_ mike i more calls like this in the weeks to come-_ mike isi more calls like this in the weeks to i come._ mike is on come. thank you, hannah. mike is on the sofa with — come. thank you, hannah. mike is on the sofa with us _ come. thank you, hannah. mike is on the sofa with us with _ come. thank you, hannah. mike is on the sofa with us with some fish. - come. thank you, hannah. mike is on the sofa with us with some fish. you i the sofa with us with some fish. you will explain. the the sofa with us with some fish. you will exnlain-— will explain. the flying fish of grimsb . will explain. the flying fish of grimsby- do _ will explain. the flying fish of grimsby. do you _ will explain. the flying fish of grimsby. do you know - will explain. the flying fish of grimsby. do you know your. will explain. the flying fish of - grimsby. do you know your face? i know grimsby. do you know your face? know what grimsby. do you know your face? i know what this one is. it's a - know what this one is. it's a haddock- — know what this one is. it's a haddock. certainly - know what this one is. it's a haddock. certainly not - know what this one is. it's a haddock. certainly not a - know what this one is. it's a i haddock. certainly not a card. know what this one is. it's a - haddock. certainly not a card. it is harry— haddock. certainly not a card. it is harry haddock, the symbol of grimsby town, _ harry haddock, the symbol of grimsby town, and _ harry haddock, the symbol of grimsby town, and it _ harry haddock, the symbol of grimsby town, and it is their identity, ever since _ town, and it is their identity, ever since their— town, and it is their identity, ever since their famous fa cup run of 1989. _ since their famous fa cup run of 1989, harry has been revived for this cup— 1989, harry has been revived for this cup run and they are reeling in the big _ this cup run and they are reeling in the big fish — this cup run and they are reeling in the big fish. you this cup run and they are reeling in the big fish-— the big fish. you best explain the significance _ the big fish. you best explain the significance of _ the big fish. you best explain the significance of what _ the big fish. you best explain the significance of what happened . the big fish. you best explain the | significance of what happened last night. significance of what happened last niuht. ., , , _ significance of what happened last niuht. ., , ~ ., night. league 2 grimsby knocking out southampton — night. league 2 grimsby knocking out southampton of— night. league 2 grimsby knocking out southampton of the _ night. league 2 grimsby knocking out southampton of the premier - night. league 2 grimsby knocking out southampton of the premier league i southampton of the premier league away from _ southampton of the premier league away from home. no one gave them a chance _ away from home. no one gave them a chance but— away from home. no one gave them a chance but this was one of the great

fa cup— chance but this was one of the great fa cup shocks and on world book day they have _ fa cup shocks and on world book day they have written their name in the history— they have written their name in the history books. say hello to harry. flying _ history books. say hello to harry. flying on — history books. say hello to harry. flying on to — history books. say hello to harry. flying on to brighton in the quarterfinals. the supposed minnows of league 2, grimsby town, have made history by becoming the first team, to knock out five sides from higher divisions in a single season. they beat southampton 2—1 to reach the fa cup quarter finals, for the first time in 84 years and they'll face brighton. meanwhile, championship side sheffield united also knocked out premier league opposition, in the form of tottenham. with that and the rest of the action here's joe wilson. for one night only, grimsby was on the south coast. over 4000 travelling fans, inflatable haddock, the essential accessory. the league 2 club made the cup an occasion. their blue shirts poured forward. they had something else to turn to, var. replays revealed the right southampton hand touching the ball, so step forward a 31—year—old from kilkenny. the moment, the man.

gavin holohan. holohan. it's good, 1—0 to grimsby town. now the fish were flying. how was the composure in the southampton defence? the referee spotted this arm and the reaction, and that was another penalty. five minutes into the second half, have another go, gavin. no problem. duje caleta—car, the croatian defender who gave away that last penalty, then got a goal back for the premier league side, but grimsby love var. theo walcott equalised, only to discover he had been offside, overruled, and on the final whistle, the feeling only the fa cup can bring. there's been nothing like this for grimsby since the 1930s. just an unbelievably special night, and yeah, just like for everyone involved with the club, i'm so happy. you see the travelling fan base we brought on a wednesday night, it's unbelievable, isn't it? glad we could give back to them and it took a special

effort and special result. sheffield united are chasing promotion from the championship. well, here's a goal that would look good in any league. iliman ndiaye to knock tottenham out of the cup. any premier league teams left? well, manchester united began their march by lifting the cup, or last weekend's league cup. this finish from said benrahma looked like it might take west ham through to the quarterfinals. there were just 14 minutes left when the equaliser went in. 0wn goal, actually. extra time beckoned when alejandro garnacho produced a finish good enough to win the game. to add extra volume at old trafford, fred added the third. still plenty more fish in the cup. cod army? fleetwood fans on the short trip to burnley but it was burnley scored late to win here

and that is your fifth round. now it was a big night in the premier league and arsenal now have a five point lead at the top, after thrashing everton 4—0. as so often this season, bukayo saka was involved in the goals, finding a gap and smashing in the first just before half time. the leaders looked so slick with their title charge back on track now. gabriel martinelli scoring twice, his second towards the end. while in contrast, everton's problems continue and they remain in the relegation zone. and liverpool have got their season back on track as they won their latest encounter with wolves. mohamed salah with the second of their two goals. and it moves them up to sixth in the table, just six points away from the top four. wolves remain uncomfortably close to the relegation zone. in the scottish women's premier league, glasgow city stay three points clear at the top of the table, after a 3—0 win against motherwell. lauren davidson scored twice. celtic and rangers are second and third after respective 7—0 and 5—0 victories last night. 0nto cricket and after england lost their test match

to new zealand byjust one run in that crazy finish a few days ago, their one day side fared better in bangladesh, winning the first match by three wickets. on a challenging surface, england dismissed the home side for 209 all out. but then england made hard work of it, losing captainjos buttler cheaply and they were wobbling on 65—4. but the one batter who held firm was david malan, scoring a brilliant century to help england reach their target with two overs to spare. the second match of three is tomorrow. i better take my fish away because we are _ i better take my fish away because we are going to need them again with the grimsby through to the quarterfinals against brighton on march _ quarterfinals against brighton on march the 18th. we quarterfinals against brighton on march the 18th.— quarterfinals against brighton on march the 18th. we should remind --eole of march the 18th. we should remind people of the _ march the 18th. we should remind people of the fish _ march the 18th. we should remind people of the fish was _ march the 18th. we should remind people of the fish was so - people of the fish was so significant was initially southampton banned them from the ground. ah. southampton banned them from the round. �* ., ., ground. a few weeks ago when the draw was made _ ground. a few weeks ago when the draw was made at _ ground. a few weeks ago when the draw was made at first, _ ground. a few weeks ago when the i draw was made at first, southampton said we _ draw was made at first, southampton said we don't allow inflatables on the ground of any kind but then there _ the ground of any kind but then there was— the ground of any kind but then there was a lot of reaction on

social— there was a lot of reaction on social media so southampton said fine, _ social media so southampton said fine, you — social media so southampton said fine, you can bring them in. so whole — fine, you can bring them in. so whole shoals of the harry haddix were _ whole shoals of the harry haddix were travelling down the motorways to southampton yesterday and they will find _ to southampton yesterday and they will find a _ to southampton yesterday and they will find a big party, i to southampton yesterday and they will find a big party, lam to southampton yesterday and they will find a big party, i am sure, last night. fish everywhere in all of the _ last night. fish everywhere in all of the bars afterwards. we last night. fish everywhere in all of the bars afterwards.— last night. fish everywhere in all of the bars afterwards. we will talk to the scorer _ of the bars afterwards. we will talk to the scorer of _ of the bars afterwards. we will talk to the scorer of both _ of the bars afterwards. we will talk to the scorer of both penalties - to the scorer of both penalties after nine o'clock this morning. yes, amazing. an incredible story. they— yes, amazing. an incredible story. they will— yes, amazing. an incredible story. they will have had a big night. let's see what shape he is on at nine o'clock. let's see what shape he is on at nine o'clock-— let's see what shape he is on at nine o'clock. ., ., . nine o'clock. can i have them back? the are nine o'clock. can i have them back? they are flying _ nine o'clock. can i have them back? they are flying high. _ nine o'clock. can i have them back? they are flying high. swimming - nine o'clock. can i have them back? they are flying high. swimming hi. i they are flying high. swimming hi. thanks, mike. _ a man who didn't learn to read and write until he was 18 is set to become a professor at one of the uk's top universities. jason arday was diagnosed with autism in his early years, and was unable to speak until he was 11. but now the 37—year—old is about to take up a research position at the university of cambridge. celestina 0lulode went to meet him. i always felt it was a privilege to have a period of 11 years

where maybe i couldn't speak and i couldn't converse like everyone else could, because it allowed me to see things in a different way. professorjason arday was diagnosed with autism spectrum disorder at the age of three. he couldn't speak until he was 11, and read or write until he was 18. throughout his early years, his parents continue to believe in him. at 18, my mum had gone to a point where there was only so much he could do and she was brilliant, even though she had this belief that he will do something ok, but she just decided i need someone else to believe in him as much as i believe in him. therapists predicted he would need full—time assistants throughout his life. how wrong they were. you 0k? it was this man, college tutor sandro sandi who helped jason read and write at 18. i am just so happy for him. you know? i am speechless, to be honest.

but i never doubted for a moment that he would achieve what he is. sandro spent hours of his free time teaching jason. there is one thing you said to me which i neverforgot, it was when i was 22 and i said i was thinking about doing a phd, and you said to me, you know, it would be the greatest story in the world if the kid who didn't know how to read or write managed to get a phd, and you said, i think, you can take on the world and you can win. and i neverforgot that. and now jason is days away from achieving another ambition. so good to see you. here is his new boss at cambridge. we do have a lot of work to do, but i feel really optimistic. - part of his research will look at new ways to make higher education more accessible for everyone. what can we do to ensure that this is not a marked appointment in five years' time,

and how can this become the norm? we've listened to the voices of our black scholars - and our black students, - and some of it has not been easy to hear, to be honest. but we are able to face up to some of the structural. issues that people face. there will be those who think it is a tokenistic appointment. what are your thoughts on this? the board of electors on your. interview, they were unanimous. we are so lucky to have you. you are the best in the world in. terms of the research that you do. an extraordinaryjourney, but forjason, this is not an end, it's a beginning. the reaction has been amazing. i'm truly grateful for everyone for their kind sentiment and kind words. we've got a lot of work to do. here's carol with a look at this morning's weather.

how are you doing? not too bad and i hope you _ how are you doing? not too bad and i hope you are — how are you doing? not too bad and i hope you are both well. good morning everybody _ hope you are both well. good morning everybody. a cold start to the day if you _ everybody. a cold start to the day if you haven't ventured out, especially across parts of south—east england and north and west scotland where there is some frost. _ west scotland where there is some frost. but — west scotland where there is some frost, but today, once again, some patchy— frost, but today, once again, some patchy rain— frost, but today, once again, some patchy rain in places but a bit more sunshine _ patchy rain in places but a bit more sunshine than we had in the last few days and _ sunshine than we had in the last few days and of— sunshine than we had in the last few days and of course where we have had the clear— days and of course where we have had the clear skies by night, that is where — the clear skies by night, that is where we — the clear skies by night, that is where we will start with some sunshine _ where we will start with some sunshine so across southern england a bit more _ sunshine so across southern england a bit more cloud at times across the channel— a bit more cloud at times across the channel islands. wales starting on a bright _ channel islands. wales starting on a bright note — channel islands. wales starting on a bright note as are the midlands, but push up _ bright note as are the midlands, but push up into north—east england and we have _ push up into north—east england and we have thick cloud in some spots of rain. we have thick cloud in some spots of rain the _ we have thick cloud in some spots of rain the odd — we have thick cloud in some spots of rain. the odd spot of rain getting in to— rain. the odd spot of rain getting in to northern ireland, eastern scotland — in to northern ireland, eastern scotland seeing some spots of rain but the _ scotland seeing some spots of rain but the west, under the clear skies, hanging _ but the west, under the clear skies, hanging on — but the west, under the clear skies, hanging on to some sunshine for a time _ hanging on to some sunshine for a time and _ hanging on to some sunshine for a time and we — hanging on to some sunshine for a time and we can see how the cloud melts _ time and we can see how the cloud melts away— time and we can see how the cloud melts away across parts of southern england _ melts away across parts of southern england and wales through the afternoon and we hang on to the sunshine — afternoon and we hang on to the sunshine across the far north—west of scotland — sunshine across the far north—west of scotland. less of a breeze today

except _ of scotland. less of a breeze today except in _ of scotland. less of a breeze today except in the channel but having said that — except in the channel but having said that we are still looking at temperatures similar to yesterday but not _ temperatures similar to yesterday but not feeling as cold because we won't _ but not feeling as cold because we won't have — but not feeling as cold because we won't have so much of a breeze. through— won't have so much of a breeze. through the evening, the cloud comes in from _ through the evening, the cloud comes in from the _ through the evening, the cloud comes in from the north sea and pushes south and west and there are clear skies _ south and west and there are clear skies in _ south and west and there are clear skies in wales and also south—west england _ skies in wales and also south—west england as — skies in wales and also south—west england as well as parts of scotland and this— england as well as parts of scotland and this is— england as well as parts of scotland and this is where we have the lowest temperatures and some frost, and rachel— temperatures and some frost, and rachel and — temperatures and some frost, and rachel and charlie, this weekend and into the _ rachel and charlie, this weekend and into the early part of next week it will turn — into the early part of next week it will turn much colder than this week with some _ will turn much colder than this week with some snow for some of us. carroll, thank you very much. some very exciting _ carroll, thank you very much. some very exciting news _ carroll, thank you very much. some very exciting news if _ carroll, thank you very much. some very exciting news if you _ carroll, thank you very much. some very exciting news if you have - carroll, thank you very much. some very exciting news if you have a - very exciting news if you have a child in yourfamily very exciting news if you have a child in your family with a story to tell. the country's biggest short story competition '500 words' is back. yes, breakfast is taking it on and jon's in birmingham this morning where the search forjudges is getting underway. morning, jon. i cannot see you. oh, you are behind the sofa. ~ .., .,

i cannot see you. oh, you are behind the sofa. ~ _, ., ., i cannot see you. oh, you are behind the sofa. ~ ., ., , ., , the sofa. welcome to conway primary school in sparkbrook _ the sofa. welcome to conway primary school in sparkbrook in _ the sofa. welcome to conway primary school in sparkbrook in birmingham l school in sparkbrook in birmingham where normally at this time in the morning it would be really nice and quiet in the school hall, but not today. quiet in the school hall, but not toda . ,., ., quiet in the school hall, but not toda . , ., quiet in the school hall, but not toda . ., , quiet in the school hall, but not toda. ., ,m today. good morning, everybody! good mornina! i today. good morning, everybody! good morning! i said. — today. good morning, everybody! good morning! i said, good _ today. good morning, everybody! good morning! i said, good morning, - morning! isaid, good morning, everybody. i told you it wasn't quiet. we are here because it is world book day and kids across the country are getting dressed up and ready but you guys are dressed up already and you look amazing. do you want to tell me who you are dressed as? �* ., ., ., you want to tell me who you are dressed as?— you are? - want to tell me who you are dressed l as?_ you are? snow as? anna from frozen. you are? snow white. as? anna from frozen. you are? snow white- and _ as? anna from frozen. you are? snow white- and we — as? anna from frozen. you are? snow white. and i've got _ as? anna from frozen. you are? snow white. and i've got a _ as? anna from frozen. you are? snow white. and i've got a poison _ as? anna from frozen. you are? snow white. and i've got a poison apple - white. and i've got a poison apple in right— white. and i've got a poison apple in right hand _ white. and i've got a poison apple in right hand-— in right hand. you're not going to oison in right hand. you're not going to poison me. _ in right hand. you're not going to poison me. are — in right hand. you're not going to poison me, are you? _ in right hand. you're not going to poison me, are you? no. - in right hand. you're not going to poison me, are you? no. who i in right hand. you're not going to i poison me, are you? no. who have in right hand. you're not going to - poison me, are you? no. who have we got here? hermione from harry potter. lots of harry potters, little red riding hood, violette beauregard, and they are here because it is world book day and it's the perfect day to relaunch the

children's story writing competition on the bbc, 500 words and i've been to a school on merseyside with a rather special judge to a school on merseyside with a rather specialjudge and author. if you just sit down and start, the magic happens. so i decided to write a story called belle's adventure. ideas like other ideas. i got one of the chocolate eggs and i threw them out the window. so if you just sit down and start writing, i promise you ideas will come. there is a character named brussel the russel. every time the song mr postman came on, he would have to write a letter. on my first day at school, do you know what i did? i kicked a nun. ok, so what i want to think about... as stories go, it's quite an opening. but that's hardly surprising. exterminate. exterminate! you made a mate... because today's supply teacher

is top children's author and 500 words judge, frank cottrell—boyce. and everyone was going, lorraine, lorraine, her name is lorraine and all of these faces were looking up at me. he's come to st elizabeth's to give a story writing masterclass. everyone's got a story. everyone can tell a story. we just talked today about what important days are in life and everyone had a different story. any genre that you want or as personal as you want, anything at all as long as it's got you in it. he tells the kids to let their imaginations run wild for 500 words. witches, wizards, anything. i'm thinking of making like a story about an astronaut who, like, really likes spaceships, because when he was younger he got to ride one for the first time. we are live at hampton court for the 500 words final. - it was the brainchild

of chris evans, and more than1 million stories were submitted in the first decade of the competition. she is the 500 words fairy godmother who brings a certain sparkle _ to the competition and gets us in great places like _ this, to be honest. as duchess of cornwall, camilla was an honoraryjudge on 500 words, and now as queen consort, she is supporting the competition again as it returns to the bbc. it is joyous it is about to be relaunched. you have this wonderful moment when you took them to the venue, the surprise venue for the finals, and the pride in these children's faces and families was tremendous. the gold—winning story. snow blood window frame by eve molloy. i could not believe it. i thought they were joking. i was like, oh, my god. me?

four years on, eve tells me she still in shock. her fairy tale won hundreds of books for herself and for her school, but there was an even greater price. my confidence, itjust went through the roof. being in 500 words was the best thing that i've ever done. eve went to a very small primary school, in a village in lancashire, not a big posh school, not a rich school. in fact, when they won the books it was the first new books that had in a library for a long time, so it's not about where you go or about what school you go to, it's about you, you, the child, it's about, in you to have a really good story?

i will call her snow blood window frame, or snowy for short. my grades, even now, they are not the best, | but i did it, and i won. somebody who is not amazing, amazing at every single - thing i put my mind too, - because i do have challenges that i face in school, i won it. i won something. before any stories are written, 4,000 volunteerjudges have to be recruited. teachers, teaching assistants and librarians like sarah who did it last time, and who's signing up again. the last three years, four years have been really challenging for children. we know that children's mental health has been affected, their well—being has suffered, so i think this will be an opportunity to really see whether when those 500 words stories come in, will children be expressing their feelings about the last three years? i felt happy and i smelt cookies, but i was sad that my elf left. a little cute teddy bear.

have you missed this competition in the last years? i've missed it so much. really? because the judging was the social highlight of my year. it was. it's humbling, you know, i can think of stories that ijudged maybe ten years ago that i still remember and think, god, i hope that kid has forgotten it, because i would like to use that story. but at the end, he says you shouldn'tjudge people by what they like and stuff. you've got loads of ideas already. you shouldn't share this, people will copy what you are doing. this time the competition is just for primary schoolchildren, and stories don't have to be submitted until the autumn, with the winner is announced on world book day next march. words can be magic, you know, if you choose the right words you can make people laugh, you can make people cry, you can start a fight, you can finish a fight, you can make people think, if you just choose the right word. thank you so much.

applause cheering thank you so much to them at saint elizabeth's who had a great day with frank and we have some other top authors coming here later. whose minds are wearing now? do you have ideas for stories coming in? yes. are ou ideas for stories coming in? yes. are you thinking _ ideas for stories coming in? yes. are you thinking about _ ideas for stories coming in? yes. are you thinking about some stuff you are right later in the year. you have a few months to get your ideas together. we are joined have a few months to get your ideas together. we arejoined on have a few months to get your ideas together. we are joined on the sofa at conway primary by sarah you saw in the bees, one of the judges at conway primary by sarah you saw in the bees, one of thejudges but also by the head teacher, cruella de vil. rebecca, you are looking fantastic. who is scared of their head teacher? who is always scared of their head teacher whatever she is wearing? why do you love world book day so much, sarah? brute is wearing? why do you love world book day so much, sarah? we love world itook — book day so much, sarah? we love world itook day _ book day so much, sarah? we love world book day because _ book day so much, sarah? we love world book day because it's - book day so much, sarah? we love world book day because it's a - book day so much, sarah? we love| world book day because it's a really great _ world book day because it's a really great chance to get the children reading — great chance to get the children reading and to expose them to a load of different _ reading and to expose them to a load of different stories and celebrate

the reading they've already done. i .uess the reading they've already done. guess that the reading they've already done. i guess that is what 500 words is about. you are going to do it here. absolutely because once we've got the idea _ absolutely because once we've got the idea is— absolutely because once we've got the idea is for what we read we can think— the idea is for what we read we can think about — the idea is for what we read we can think about how we can use it in our own writing — think about how we can use it in our own writing and make it more exciting _ own writing and make it more exciting. macilai which there is delighted to hear because as a judge you will— delighted to hear because as a judge you will be _ delighted to hear because as a judge you will be waiting for those entries _ you will be waiting for those entries. �* . , you will be waiting for those entries. �* ., , . �* , ., entries. i'm really excited. it's a lovely thing _ entries. i'm really excited. it's a lovely thing to — entries. i'm really excited. it's a lovely thing to do _ entries. i'm really excited. it's a lovely thing to do because - entries. i'm really excited. it's a lovely thing to do because you l entries. i'm really excited. it's a l lovely thing to do because you get an insight— lovely thing to do because you get an insight into _ lovely thing to do because you get an insight into children's- lovely thing to do because you get an insight into children's thinkingi an insight into children's thinking in their— an insight into children's thinking in their imagination _ an insight into children's thinking in their imagination and - an insight into children's thinking in their imagination and what - in their imagination and what is concerning _ in their imagination and what is concerning them _ in their imagination and what is concerning them and _ in their imagination and what is concerning them and what - in their imagination and what is concerning them and what is i concerning them and what is interesting _ concerning them and what is interesting them _ concerning them and what is interesting them about i concerning them and what is interesting them about the i concerning them and what is i interesting them about the world they are — interesting them about the world they are living _ interesting them about the world they are living in _ interesting them about the world they are living in and _ interesting them about the world they are living in and it's - interesting them about the world they are living in and it's just i they are living in and it'sjust wonderful— they are living in and it'sjust wonderful to _ they are living in and it'sjust wonderful to see _ they are living in and it'sjust wonderful to see how i they are living in and it'sjust wonderful to see how wildlyl wonderful to see how wildly imaginative _ wonderful to see how wildly imaginative children i wonderful to see how wildly imaginative children can- wonderful to see how wildly imaginative children can be| wonderful to see how wildly i imaginative children can be when they are — imaginative children can be when they are writing _ imaginative children can be when they are writing their _ imaginative children can be when they are writing their stories. i they are writing their stories. these — they are writing their stories. these guys _ they are writing their stories. these guys here, _ they are writing their stories. these guys here, they- they are writing their stories. these guys here, they all- they are writing their stories. i these guys here, they all started thinking about stuff. about spaceships and wizards and dragons and stuff, what else have you had stories about? i and stuff, what else have you had stories about?— and stuff, what else have you had stories about? ., , , ., stories about? i was remembering one at the weekend — stories about? i was remembering one at the weekend which _ stories about? i was remembering one at the weekend which i _ stories about? i was remembering one at the weekend which i read _ stories about? i was remembering one at the weekend which i read about i stories about? i was remembering one at the weekend which i read about a i at the weekend which i read about a child who _ at the weekend which i read about a child who came _ at the weekend which i read about a child who came downstairs - at the weekend which i read about a child who came downstairs in i at the weekend which i read about a child who came downstairs in the i child who came downstairs in the morning — child who came downstairs in the morning ready— child who came downstairs in the morning ready to _ child who came downstairs in the morning ready to go _ child who came downstairs in the morning ready to go to _ child who came downstairs in the morning ready to go to school i child who came downstairs in the i morning ready to go to school and found _ morning ready to go to school and found out — morning ready to go to school and found out that _ morning ready to go to school and found out that her— morning ready to go to school and found out that her whole - morning ready to go to school and found out that her whole family. morning ready to go to school and i found out that her whole family had turned _ found out that her whole family had turned into — found out that her whole family had turned into monsters _ found out that her whole family had turned into monsters and _ found out that her whole family had turned into monsters and it- found out that her whole family had turned into monsters and it was i found out that her whole family had. turned into monsters and it was what she was— turned into monsters and it was what

she was going — turned into monsters and it was what she was going to— turned into monsters and it was what she was going to do— turned into monsters and it was what she was going to do to _ turned into monsters and it was what she was going to do to turn - turned into monsters and it was what she was going to do to turn them i she was going to do to turn them back— she was going to do to turn them back into — she was going to do to turn them back into human— she was going to do to turn them back into human beings- she was going to do to turn them back into human beings again, i she was going to do to turn them | back into human beings again, so really— back into human beings again, so really amazing _ back into human beings again, so really amazing stories. _ back into human beings again, so really amazing stories. some i back into human beings again, so really amazing stories. some of. back into human beings again, so i really amazing stories. some of them are quite _ really amazing stories. some of them are quite dark— really amazing stories. some of them are quite dark and _ really amazing stories. some of them are quite dark and some _ really amazing stories. some of them are quite dark and some quite i are quite dark and some quite exciting _ are quite dark and some quite exciting, some _ are quite dark and some quite exciting, some quite - are quite dark and some quite exciting, some quite sad i are quite dark and some quite exciting, some quite sad in i are quite dark and some quite i exciting, some quite sad in summer really— exciting, some quite sad in summer really happy — exciting, some quite sad in summer really happy stories. _ exciting, some quite sad in summer really happy stories. 50 _ exciting, some quite sad in summer really happy stories. 50 it— exciting, some quite sad in summer really happy stories.— really happy stories. so it can be literally anything. _ really happy stories. so it can be literally anything. it _ really happy stories. so it can be literally anything. it can i really happy stories. 50 it can be literally anything. it can be - literally anything. it can be an hinu literally anything. it can be anything on _ literally anything. it can be anything on the _ literally anything. it can be anything on the more - literally anything. it can be - anything on the more imaginative, the batten — anything on the more imaginative, the better. find— anything on the more imaginative, the better. �* ., ._ anything on the more imaginative, the better. �* ., , ., the better. and today before the stories come _ the better. and today before the stories come we _ the better. and today before the stories come we are _ the better. and today before the stories come we are asking - the better. and today before the stories come we are asking for l stories come we are asking for volunteerjudges to sign up, teachers, teaching assistants and librarians across the country. that's a importantjob. so librarians across the country. that's a important job. that's a important 'ob. so important and exciting _ that's a important 'ob. so important and exciting to — that's a important 'ob. so important and exciting to be — that's a important job. so important and exciting to be one _ that's a important job. so important and exciting to be one of— that's a important job. so important and exciting to be one of those - and exciting to be one of those judges — and exciting to be one of those judges |— and exciting to be one of those 'udies. , , ,., and exciting to be one of those 'udies. ,, , and exciting to be one of those 'udies. ,, h, judges. i guess some teachers and teachini judges. i guess some teachers and teaching assistants _ judges. i guess some teachers and teaching assistants might - judges. i guess some teachers and teaching assistants might think - judges. i guess some teachers and | teaching assistants might think i'm already flat out and haven't got time to do anything extra, so what would you say? iii time to do anything extra, so what would you say?— would you say? if you are working with children _ would you say? if you are working with children and _ would you say? if you are working with children and you _ would you say? if you are working with children and you care - would you say? if you are working with children and you care for - with children and you care for children— with children and you care for children and _ with children and you care for children and you _ with children and you care for children and you are - with children and you care for children and you are involved | with children and you care for - children and you are involved with children— children and you are involved with children every— children and you are involved with children every day, _ children and you are involved with children every day, i— children and you are involved with children every day, i think - children and you are involved with children every day, i think it's - children every day, i think it's part— children every day, i think it's part of— children every day, i think it's part of your— children every day, i think it's part of yourioh _ children every day, i think it's part of yourjob to _ children every day, i think it's} part of yourjob to understand children every day, i think it's - part of yourjob to understand what they are _ part of yourjob to understand what they are thinking _ part of yourjob to understand what they are thinking on _ part of yourjob to understand what they are thinking on what - part of yourjob to understand what they are thinking on what is - they are thinking on what is interesting _ they are thinking on what is interesting them _ they are thinking on what is interesting them and - they are thinking on what is interesting them and to- they are thinking on what is interesting them and to getj they are thinking on what is . interesting them and to get to they are thinking on what is - interesting them and to get to know them _ interesting them and to get to know them and _ interesting them and to get to know them and reading _ interesting them and to get to know them and reading the _ interesting them and to get to know them and reading the stories - interesting them and to get to know them and reading the stories is - interesting them and to get to know them and reading the stories is a i them and reading the stories is a wonderful— them and reading the stories is a wonderful way _ them and reading the stories is a wonderful way to _ them and reading the stories is a wonderful way to do _ them and reading the stories is a wonderful way to do that - them and reading the stories is a wonderful way to do that and - them and reading the stories is a wonderful way to do that and it's| wonderful way to do that and it's fun as _ wonderful way to do that and it's fun as well, _ wonderful way to do that and it's fun as well, it's _ wonderful way to do that and it's fun as well, it's a _ wonderful way to do that and it's fun as well, it's a real _ wonderful way to do that and it's fun as well, it's a real pleasure l wonderful way to do that and it's| fun as well, it's a real pleasure to read _ fun as well, it's a real pleasure to read the — fun as well, it's a real pleasure to read the stories. _ fun as well, it's a real pleasure to read the stories.— read the stories. over the first decade of _ read the stories. over the first decade of 500 _

read the stories. over the first decade of 500 words - read the stories. over the first decade of 500 words we - read the stories. over the first decade of 500 words we had l read the stories. over the first - decade of 500 words we had about1 million stories submitted. how many did you have to look at? it million stories submitted. how many did you have to look at?— did you have to look at? it was only about 22, did you have to look at? it was only about 22. so _ did you have to look at? it was only about 22, so not _ did you have to look at? it was only about 22, so not too _ did you have to look at? it was only about 22, so not too bad. _ did you have to look at? it was only about 22, so not too bad. as - did you have to look at? it was only about 22, so not too bad. as long l did you have to look at? it was only| about 22, so not too bad. as long as we get _ about 22, so not too bad. as long as we get lots — about 22, so not too bad. as long as we get lots of — about 22, so not too bad. as long as we get lots ofjudges, _ about 22, so not too bad. as long as we get lots ofjudges, you _ about 22, so not too bad. as long as we get lots ofjudges, you can - we get lots ofjudges, you can spread — we get lots ofjudges, you can spread it— we get lots ofjudges, you can spread it out _ we get lots of 'udges, you can spread it out._ we get lots of 'udges, you can s-readitout. 11:1 . ., , ., spread it out. so, 500 words, how loni is it spread it out. so, 500 words, how long is it roughly — spread it out. so, 500 words, how long is it roughly take _ spread it out. so, 500 words, how long is it roughly take to _ spread it out. so, 500 words, how long is it roughly take to read - spread it out. so, 500 words, how long is it roughly take to read one | long is it roughly take to read one story? long is it roughly take to read one sto ? ., , , long is it roughly take to read one sto ? , story? probably about five minutes, three or four— story? probably about five minutes, three or four minutes, _ story? probably about five minutes, three or four minutes, not - story? probably about five minutes, three or four minutes, not that - three or four minutes, not that long. _ three or four minutes, not that long. it's — three or four minutes, not that long. it's only_ three or four minutes, not that long. it's only a _ three or four minutes, not that long, it's only a page - three or four minutes, not that long, it's only a page and - three or four minutes, not that long, it's only a page and a - three or four minutes, not that long, it's only a page and a bit| three or four minutes, not that. long, it's only a page and a bit so it's not— long, it's only a page and a bit so it's not odorous _ long, it's only a page and a bit so it's not odorous and _ long, it's only a page and a bit so it's not odorous and it _ long, it's only a page and a bit so it's not odorous and it is - long, it's only a page and a bit so it's not odorous and it is a - long, it's only a page and a bit so it's not odorous and it is a real. it's not odorous and it is a real pleasure — it's not odorous and it is a real pleasure to _ it's not odorous and it is a real pleasure to read _ it's not odorous and it is a real pleasure to read them - it's not odorous and it is a real pleasure to read them and - it's not odorous and it is a reall pleasure to read them and a lot it's not odorous and it is a real- pleasure to read them and a lot of fun. ~ , ., ., ., pleasure to read them and a lot of fun. ~ ., ., ,. ., pleasure to read them and a lot of fun. when you are at school on a iical fun. when you are at school on a typical day _ fun. when you are at school on a typical day and — fun. when you are at school on a typical day and you _ fun. when you are at school on a typical day and you are _ fun. when you are at school on a typical day and you are reading l typical day and you are reading through what the kids produce, what brings a smile to your face when he read their work? it’s brings a smile to your face when he read their work?— read their work? it's always the fact they are — read their work? it's always the fact they are so _ read their work? it's always the fact they are so different - read their work? it's always the fact they are so different and i read their work? it's always the l fact they are so different and you don't _ fact they are so different and you don't know— fact they are so different and you don't know what you will read and you get _ don't know what you will read and you get an — don't know what you will read and you get an insight into the child's mind _ you get an insight into the child's mind at— you get an insight into the child's mind at that point to see what they are thinking and when you see them throughout— are thinking and when you see them throughout the year or years to see the progress they make and how they .row the progress they make and how they grow and _ the progress they make and how they grow and mature, it's wonderful to be grow and mature, it's wonderful to he on _ grow and mature, it's wonderful to he on the — grow and mature, it's wonderful to be on the journey with them. i grow and mature, it's wonderful to be on the journey with them. be on the 'ourney with them. i think the focus be on the journey with them. i think the focus of — be on the journey with them. i think the focus of 500 _

be on the journey with them. i think the focus of 500 words _ be on the journey with them. i think the focus of 500 words is _ be on the journey with them. i think the focus of 500 words is that, - be on the journey with them. i think the focus of 500 words is that, it's| the focus of 500 words is that, it's not so much about the spelling or the punctuation or the grammar, it's about the idea, and you must see some brilliant ideas when you are here, just reading through what they have got. their minds are full of them. �* , ., have got. their minds are full of them. �*, ., , , have got. their minds are full of them. �*, ., �*, them. it's wonderful, because it's such a short _ them. it's wonderful, because it's such a short story _ them. it's wonderful, because it's such a short story so _ them. it's wonderful, because it's such a short story so it's - such a short story so it's achievable for everybody and nobody needs _ achievable for everybody and nobody needs to _ achievable for everybody and nobody needs to be put off it, it's no worries— needs to be put off it, it's no worries about marking it, it's the idea behind it. find worries about marking it, it's the idea behind it.— idea behind it. and it's done oane, idea behind it. and it's done online. so — idea behind it. and it's done online, so you _ idea behind it. and it's done online, so you don't - idea behind it. and it's done online, so you don't have i idea behind it. and it's done} online, so you don't have do handwrite it or make it perfect. what we are looking for are the ideas _ what we are looking for are the ideas and — what we are looking for are the ideas and imagination - what we are looking for are the ideas and imagination and - ideas and imagination and wonderful story structure. _ ideas and imagination and wonderful story structure, stories _ ideas and imagination and wonderful story structure, stories with - ideas and imagination and wonderful story structure, stories with a - story structure, stories with a great — story structure, stories with a great niedal, _ story structure, stories with a great medal, beginning - story structure, stories with a great medal, beginning and l story structure, stories with a - great medal, beginning and end and that's— great medal, beginning and end and that's what— great medal, beginning and end and that's what we're _ great medal, beginning and end and that's what we're looking _ great medal, beginning and end and that's what we're looking for - great medal, beginning and end and that's what we're looking for in - great medal, beginning and end and that's what we're looking for in a - that's what we're looking for in a story _ that's what we're looking for in a story -- — that's what we're looking for in a story -- great _ that's what we're looking for in a story. —— great middle. - that's what we're looking for in a story. —— great middle. it- that's what we're looking for in a story. -- great middle.— that's what we're looking for in a story. -- great middle. it can make ou story. -- great middle. it can make you laugh. — story. -- great middle. it can make you laugh. cry _ story. -- great middle. it can make you laugh. cry or — story. -- great middle. it can make you laugh, cry or think. _ story. -- great middle. it can make you laugh, cry or think. the - story. -- great middle. it can make you laugh, cry or think. the last - you laugh, cry or think. the last three years _ you laugh, cry or think. the last three years have _ you laugh, cry or think. the last three years have been - you laugh, cry or think. the last three years have been very - you laugh, cry or think. the last. three years have been very difficult for children. — three years have been very difficult for children, as _ three years have been very difficult for children, as we _ three years have been very difficult for children, as we know— three years have been very difficult for children, as we know and - three years have been very difficult for children, as we know and for. for children, as we know and for everybody— for children, as we know and for everybody but _ for children, as we know and for everybody but it _ for children, as we know and for everybody but it will— for children, as we know and for everybody but it will be - for children, as we know and for everybody but it will be really. everybody but it will be really interesting _ everybody but it will be really interesting to _ everybody but it will be really interesting to see _ everybody but it will be really interesting to see what - everybody but it will be really interesting to see what the l interesting to see what the influence _ interesting to see what the influence is— interesting to see what the influence is having - interesting to see what the influence is having on - interesting to see what the i influence is having on children stories— influence is having on children stories and _ influence is having on children stories and what _ influence is having on children stories and what it _ influence is having on children stories and what it is - influence is having on children stories and what it is telling . influence is having on childrenl stories and what it is telling us because — stories and what it is telling us because it's _ stories and what it is telling us because it's a _ stories and what it is telling us because it's a way _ stories and what it is telling us because it's a way of _ stories and what it is telling us because it's a way of children i stories and what it is telling us - because it's a way of children being able to— because it's a way of children being able to express _ because it's a way of children being able to express themselves - because it's a way of children being able to express themselves and - because it's a way of children being | able to express themselves and tell the rest _ able to express themselves and tell the rest of— able to express themselves and tell the rest of the — able to express themselves and tell the rest of the world _ able to express themselves and tell the rest of the world what _

able to express themselves and tell the rest of the world what they - able to express themselves and tell the rest of the world what they arel the rest of the world what they are thinking _ the rest of the world what they are thinking but — the rest of the world what they are thinking but i — the rest of the world what they are thinking but i am _ the rest of the world what they are thinking but i am a _ the rest of the world what they are thinking but i am a librarian - the rest of the world what they are thinking but i am a librarian and i thinking but i am a librarian and i'm thinking but i am a librarian and l'ni looking— thinking but i am a librarian and l'ni looking for— thinking but i am a librarian and i'm looking for the _ thinking but i am a librarian and i'm looking for the next - thinking but i am a librarian and . i'm looking for the next wonderful writers _ i'm looking for the next wonderful writers and — i'm looking for the next wonderful writers and we _ i'm looking for the next wonderful writers and we will _ i'm looking for the next wonderful writers and we will find _ i'm looking for the next wonderful writers and we will find them - i'm looking for the next wonderful writers and we will find them in i writers and we will find them in these _ writers and we will find them in these 500 _ writers and we will find them in these 500 words _ writers and we will find them in these 500 words stories. - writers and we will find them in these 500 words stories. maybe they are here. these 500 words stories. maybe they are here- maybe _ these 500 words stories. maybe they are here. maybe the _ these 500 words stories. maybe they are here. maybe the winner - these 500 words stories. maybe they are here. maybe the winner is - these 500 words stories. maybe they are here. maybe the winner is here . are here. maybe the winner is here at sparkbrook primary. what do we think? yes! who wants to write a funny story? or a scary story? you want to go scary, with the apple. what about all of the harry potter is? mystery stories, wizard stories? you can write about absolutely anything. we need to tell you how you can be a volunteerjudge. we need an army of u, 4000 to read through these stories over the next few months and you can go to the bbc website now. it has gone live right now, so the address is there.

sign up there and we will get full details later in the year and we should say use guys have got ages to come up with your story ideas because the competition opens the stories in september and then you can get them in until november and we will have the actual ceremony on world book day next march, so in exactly a yea r�*s world book day next march, so in exactly a year's time, and it's been in some pretty spectacular places in the past, the final. the in some pretty spectacular places in the past, the final.— the past, the final. the one i 'udied the past, the final. the one i judged was _ the past, the final. the one i judged was at _ the past, the final. the one i judged was at windsor - the past, the final. the one i l judged was at windsor castle, the past, the final. the one i - judged was at windsor castle, so, amazing — judged was at windsor castle, so, amazing hie _ judged was at windsor castle, so, amazini. ~ . ., ., amazing. we have heard from the queen consort _ amazing. we have heard from the queen consort this _ amazing. we have heard from the queen consort this morning - amazing. we have heard from the queen consort this morning and l amazing. we have heard from the i queen consort this morning and she is keen to support 500 words, so hopefully we'll get an invite somewhere special. thank you very much and we will beat back here a bit later. yes? are we going to have some breakfast, because you are starving, untrue? yes! we will get some breakfast downers and get our minds wearing and were a bit later stop rachel and charlie, see you

later. very impressed with all of the families getting their kids up and running and ready for world book day that early in the morning. great enthusiasm _ that early in the morning. great enthusiasm and _ that early in the morning. great enthusiasm and we _ that early in the morning. great enthusiasm and we like - that early in the morning. great enthusiasm and we like that. i time now to get the news, travel and weather where hello, good morning from bbc london. schools across the capital and south east will be affected by teacher strike action today. the union the neu estimates around 200,000 members will be taking action in the long running dispute over pay. the "majority of schools" are expected to either restrict access to certain year groups or fully close. it's not just about it's notjust about individual teachers pay, it's about safeguarding the whole profession and actually, if something isn't done now, we will hitch breaking

point where we are not able to retain and clearly we can see with all the stats, we are not able to recruit their teachers that are leaving. the department for education had said it wanted "formal talks on pay, conditions and reform", ahead of the latest strike days but only if the neu called them off. protests have been taking place against plans to raise council tax by more than average in some boroughs. for the majority of londoners, bills for key services will increase by around 5%. but croydon wanted to set a rise of 15%. protestors gatherered outside the town hall and last night the plans were voted down. thurrock also saw protests against plans for a 10% rise which has been approved. a teenage boy from north london has spent a year recreating photographs taken originally by his grandmother to try and help her with her alzheimer's. philip loveday from barnet has been following in her footsteps from 1955 trying to recreate the exact same picture in the hope of assisting the 83 year old's memory loss.

i think what's been really interesting and important about this project is it has helped my mum to re—correct reconnected that really critical time in her life but also place in the present. she criticaltime in her life but also place in the present. she seemed to reall like place in the present. she seemed to really like it — place in the present. she seemed to really like it and _ place in the present. she seemed to really like it and i _ place in the present. she seemed to really like it and i thought _ place in the present. she seemed to really like it and i thought it - place in the present. she seemed to really like it and i thought it was - really like it and i thought it was really _ really like it and i thought it was really heart—warming, to be honest. it might be the start of the meteorological spring but things are set to turn colder into the weekend and next week. today a little milder thanit and next week. today a little milder than it should be and a little bit more in the way of sunshine, another chilly start to the day with the crossed out there, temperatures close to freezing for most of us, some sunshine around this morning but some areas of cloud and that

will thicken towards eastern areas as the day wears on. as we head towards the end of the day, it could be quite cloudy. a lighter, more easily wind blowing. this evening and overnight, a lot more cloud than we saw last night, temperatures not quite as low, low single figures into tomorrow morning. tomorrow we see a return to the cloudy conditions with the wind again turning more north—easterly, there could be a few spots of drizzle from the thickness of the cloud and it would feel quite cold with a bit of added wind chill. it will turn colder still over the weekend with a northerly breeze blowing on saturday and some cold fielding air —— by sunday. good morning, welcome to breakfast with rachel burden and charlie stayt. our headlines today. a baby's body is found by police searching for the missing child of constance marten and mark gordon. the couple are still being questioned by detectives

insulting language and a bitter row over school closures during the pandemic. more details emerge from matt hancock's leaked whatsapp messages. the duke and duchess of sussex say they've been told to give up their uk home in the grounds of windsor castle given to the couple by the queen. the big fish are reeled in, on a night of fa cup upsets. league two grimsby win at premier league southampton to send their fans into a fishy frenzy, while championship side sheffield united also reach the quarter finals, knocking out tottenham. it's world book day and author and comedian sir lenny henry will be here, to bring us thejoy of reading. it's a cold start to the day but a bit more sunshine around today than yesterday, less of a breeze, still some patchy rain in eastern areas and the forecast is going to turn colder as we head through the weekend and especially so into next week. all of the details and later in the programme.

it's thursday the 2nd of march. our main story. a postmortem examination is to be carried out on the body of a baby found by police searching for the missing child of constance marten and mark gordon. the couple disappeared in earlyjanuary and were arrested earlier this week. they are being held on suspicion of gross negligence manslaughter. vincent mcaviney reports. yesterday at locations from newhaven to brighton, the search for the missing baby was in full swing over a 90 square mile area. officers from the sussex force were joined by those from the metropolitan police and volunteer experts in search and rescue. there was concern for the welfare of the infant, but there was also still hope. but last night that hope was extinguished when a baby's remains were found in this woodland area near to where the couple were arrested monday night in north brighton. the detective superintendent leading the search, forced to make an announcement he'd been dreading. police officers searching a wooded area close to where constance

and mark gordon were arrested, discovered the remains of a baby. a postmortem examination will be held in due course. a crime scene is in place and work at the location is expected to continue for some time. 35—year—old constance marten and 48—year—old mark gordon were captured on cctv after emerging from the woods on monday to visit local shops. they returned along the same residential street 45 minutes later, but they'd been spotted by a member of the public who'd called 999. moments after this cctv footage was recorded, they were arrested. the two of them left their home in london in september when her pregnancy started to show. staying in a series of airbnbs, police believe their baby was then born in their car injanuary. but when the vehicle caught fire on the m61 near bolton onjanuary the 5th, the police started to investigate. cctv showed them travelling by taxi to liverpool, then harwich,

before arriving in east london where they bought a tent and camping supplies at argos. they finally travelled to newhaven. their baby was definitely alive at this stage as the taxi driver who drove them heard it, but at that point they disappeared, only to re—emerge six weeks later in brighton when they were arrested. for weeks, the police and constance's family have appealed to her to contact the authorities and warned of the dangers of freezing temperatures to her newborn. overnight, officers have guarded the crime scene as forensic tests are carried out to confirm the identity and detectives say a postmortem examination will take place in due course. vincent mcaviney, bbc news. yetunde yusuf is near the woodland where the remains were discovered. it has been deeply upsetting for everyone in the area who has been

helping particularly for everyone in the area who has been helping particularly for the everyone in the area who has been helping particularly for the search for this baby. helping particularly for the search for this baby-— for this baby. that is right, so many people _ for this baby. that is right, so many people were _ for this baby. that is right, so many people were involved, l for this baby. that is right, so - many people were involved, local people assisting police with their inquiries, specialist rescue looking through woodlands as woodlands as well as hundreds of officers from the metropolitan police, sussex police scaring the 90 square miles area as well. this is an unfolding investigation. police vehicles have been arriving today because part of the area they were searching is a crime scene, and also they are asking the public not to speculate on the case. they recognise that people will have been affected by the story if they have been following it closely. people i spoke to yesterday in brighton were certainly affected, people have already been laying candles down today and overnight and we expect that as the day unfolds and people are reflecting, they will probably

be coming here agile as they reflect on this tragic news.— on this tragic news. thank you very much. newly released whatsapp messages involving the former health secretary, matt hancock suggest he was involved in a bitter behind—the—scenes clash with then—education secretary sir gavin williamson over moves to keep schools open during the covid pandemic. the messages also show how the cabinet ministers expressed their frustration with teaching representatives, with mr hancock saying "what a bunch of absolute arses the teaching unions are". we can speak now to our chief politicial correspondent, nick eardley. very good morning, nick. so the language is blunt which is attracting quite a bit of attention in some of these messages, but also there is quite a bit of lifting the lid on some of the discussions, debates and arguments going on behind the scenes. got debates and arguments going on behind the scenes.— behind the scenes. got to say, charlie, having _ behind the scenes. got to say, charlie, having worked - behind the scenes. got to say, charlie, having worked in - charlie, having worked in westminster for years, i've never seen such a publication of frank messages between top government

ministers and their key advisers about what was going on behind the scenes. this is lifting quite a veil on how decisions were made. there is the one that rachel was just describing where unions were being criticised by gavin williamson, the health secretary, sorry, education secretary, and the health secretary at the time, matt hancock. but it is at the time, matt hancock. but it is a row between the two of them which is getting a lot of attention this morning. at the start of 2021, there was a huge debate about whether to close schools in england. a lot of it played out on bbc breakfast. what we have a these exchanges is mr hancock saying that mr williamson was fighting tooth and nail to keep schools open, mr hancock's aids criticising mr williamson saying he wasn't being rational, so he was freaking out, and mr hancock saying that after the decision was made to keep schools in england open at the start of 2021 that the policy was

going to be a disaster, he was going to have to fight a rearguard action to have to fight a rearguard action to try and reverse it. we know he then went to some top officials at number 10 to make that case and ultimately, the policy was changed. i think what is going on, charlie, as well as getting this remarkable account of what was happening in government via whatsapp, is a lot of people are now trying to define what went on and defend their own record, and say, this is why i got it right at the time. we have got gavin williamson writing in the telegraph this morning saying that he thinks that the decisions were made for the wrong reasons, to close schools in england, and he thought about residing at the time. maybe he should have taken a different decision. there is so much to pore over, it is really fascinated, the message from mr hancock this morning is that this is partial, not a full account and this should all be left to a public inquiry. there is more to a public inquiry. there is more

to come and as i say, there isjust that insight that we normally never get at exactly have thought things are in the heart of government. thank you, nick. protesters clashed with police in athens last night in a demonstration against the operator of the passenger train that crashed on tuesday. police fired tear gas at protesters, who [it fires in the streets. at least 43 people died when the train collided with a freight train near the town of larissa. our europe correspondent nick beake is there for us this morning. he is ata he is at a local hospital in the city. what is the latest, what can you tell us?— you tell us? good morning. overnight. _ you tell us? good morning. overnight, the _ you tell us? good morning. overnight, the survivors, . you tell us? good morning. i overnight, the survivors, the injured have been treated at this hospital, this is one of a number of places where they have been caring for those who managed to survive this terrific crash. a bit later on today in this city, a 59—year—old stationmaster will be appearing in court. he was the man who was charged yesterday with manslaughter by negligence, so it seems that the

wheels ofjustice are moving very quickly. fartoo wheels ofjustice are moving very quickly. far too quickly for a lot of people really don't buy what the greek prime minister was as yesterday that this was a case of in his words tragic human error. they point to warnings over many years over an accident waiting to happen on the network here in greece, that simply there were safety failures and the system was not up to date, it wasn't computerised, it was down to manual decision—making and clearly something has gone extremely wrong here. we expect some of the bodies to be returned to loved ones later today but clearly for so many families here in greece, it has been a horrific 2a and 36 hours. families here in greece, it has been a horrific 24 and 36 hours.— a horrific 24 and 36 hours. thank ou ve a horrific 24 and 36 hours. thank you very much. _ a horrific 24 and 36 hours. thank you very much, nick. _ the duke and duchess of sussex have been asked to vacate frogmore cottage in windsor, the couple's spokesperson has confirmed. they were reportedly told to leave the property by buckingham palace injanuary, days after harry published his memoir. our royal correspondent sarah campbell reports. since leaving the uk

for a new life in the states, prince harry and his wife meghan have returned just a handful of times. and when they have done so, such as lastjune for thejubilee, they have stayed in frogmore cottage, the house gifted to them by the late queen. the five bedroom property is situated within the grounds of windsor castle. the duke and duchess spent more than £2 million on rent and refurbishments according to royal accounts. but their spokesperson has confirmed the sussexes have now been asked to vacate the property. once again, it has put royal relations back on the front pages, with the king reported to have sanctioned the move and prince andrew allegedly being lined up to move in once the sussexes are out. buckingham palace has offered no comment on what are considered private family matters. this all comes in the wake of prince harry's memoir spare, the publicity campaign that accompanied it and the six part television series putting the couple's grievances with the royal family in front of a global audience.

in just two months' time, harry's father prince charles will be crowned. it is still unclear whether harry, his youngest son, and meghan, will be there to witness it. sarah campbell, bbc news. the third and final report into the manchester arena bombing in 2017 will be published today. it comes after thejustice secretary announced plans to give more support to victims in the immediate aftermath of major disasters. the report will focus on the radicalisation of the bomber salman abedi, and whether the attack could have been prevented. a thousand charities have written to the chancellor asking for cash in the upcoming budget to help with redistributing waste and surplus food from farms. the charities say 3 million tonnes of food is going to waste on farms alone and have asked jeremy hunt to invest £25 million to make it easier for them to take produce that would otherwise be wasted and distibute it to those experiencing food poverty.

while we're on the subject of food, i cannot help but talk about a story which is in one of the papers this morning about the return of arctic roles. do you remember that classic desert from the 70s and 80s? ice cream in sponge?— cream in sponge? where it is returning _ cream in sponge? where it is returning to? _ cream in sponge? where it is returning to? sales _ cream in sponge? where it is returning to? sales have - cream in sponge? where it is| returning to? sales have gone cream in sponge? where it is - returning to? sales have gone up, not 'ust returning to? sales have gone up, not just one _ returning to? sales have gone up, notjust one particular— returning to? sales have gone up, notjust one particular brand - returning to? sales have gone up, notjust one particular brand or. notjust one particular brand or supermarket but rocketed by 143% year on year. i bet carroll remembers the arctic roll of her youth! i absolutely do, canned fruit with it, the height of luxury! good morning, everybody. this morning it is a chilly start to the day but for many of us it is a dry start. the month of february across the uk as a whole was a dry month but for england in particular it was the driest february for 30 years. there is some frost around this morning as

you can see from the weather watcher pictures in kent, notjust frosty in the south—east but also across parts of the north and west of scotland, both under clear skies. in the east of scotland, the north—east of england, we have a thick cloud that is producing quite a lot of showers. currently more cloud than this chart is showing but as we go through the morning that will break up and more parts of the south of england, the midlands and wales will see some sunshine, more so than we had yesterday. the other thing about the weather today is there is less of a breeze coming down the east coast so it will not feel as cold, still quite breezy across the south—east and channel islands. this evening and channel islands. this evening and overnight, more cloud comes in from the east, role of the south and west, clear skies, west wales, south—west england and parts of scotland, so for you we are likely to see some frost. tomorrow the cloud continues to push south and west and what you will find is it will brighten up behind it in

eastern england, some sunshine coming through in northern ireland and scotland but a week whether a friend coming in across the far north of scotland introducing some spots of rain. —— a week with a friend. it is going to turn colder this weekend and next week and it looks like some of us will see some snow. the government has published its long—awaited plan to improve learning for children and young people with special educational needs and disabilities in england. proposals include ending "postcode—lottery" support, and earlier intervention in mainstream schools. the bbc�*s education correspondent elaine dunkley has more. across the country, there are mainstream schools struggling to support children with special educational needs and disabilities. what's the difference? recruiting for specialist support assistants is incredibly difficult and incredibly challenging. schools are struggling for resources. local authorities are certainly struggling for resources.

the capacity in the system just isn't there. this is leighton primary in blackpool. here there are more than 90 pupils with special educational needs. needs are becoming more complex as time goes on and therefore the provision that we need to provide children over time needs to become more skilled and better. this head is transforming an area within the school where children with special educational needs can be assessed and given individual support. we've ordered the right size tables and chairs, lots of sensory equipment. all the local specialist school provision is under huge amounts of pressure to to accept increasing numbers of children. what we are planning to do is create a provision whereby we can support them in their learning in a separate environment, but keep them integrated and integrate them over time back into classroom so that we continue to provide an inclusive environment for children. and then you're on another journey, then, aren't you?

for these parents, long waiting lists to get children diagnosed with special educational needs and finding the right support has pushed them to crisis. i don't know where my children will be in years to come. i don't know what will be out there for them. we can fight as much as we can fight. but if there's nothing there to help, what are we fighting for? as a parent of send, i'm exhausted. i've fought for ehcp plans for her three times. not got one. i go to different services. i see different professionals. and every single time i have - to explain and explain and explain. see if you can get it on from the same place. 14—year—old maisie is autistic, has adhd and a struggle to cope in mainstream schools. she's been excluded numerous times and now attends school part time. i've never liked school. ijust didn't fit in. i was out of school for a month.

so then when i've gone into a school, it's a bit like so many people just everywhere, like crowding me. on the first day i went there, it was a lot. so instead of going to class, i'll be doing one to one science, maths, art. one foot in the stirrup. beautifully done. when maisie's not at school, she comes here to heroes, an educational therapy centre in oxfordshire. it's helped hundreds of children with special educational needs who are struggling in school. i think i've learnt a lot more being here. school pay for me to come here, so they are helping. but i think coming here, we do work, so it's not like we're just like taking the mick out of it and, you know, missing school and just riding because we're still doing work. and how are you getting on today here? children with special educational needs are seven times more likely to be excluded from school. veena verasami knows all too well what families go through. her son was excluded from school for a year.

she set up an alternative provision. it stops children who are excluded from feeling isolated and permanently dropping out of education. i think especially with the children who have got send needs, a lot of these children aren't getting a diagnosis or some of them are getting misdiagnosed. these kids feel completely isolated. they feel abandoned. one of the biggest issues is funding. so even if a school has identified and they really want to support these children, a lot of them don't have the funds to send them to alternative provision. from mainstream to specialist schools, there are calls for urgent funding and intervention to help support an increasing number of pupils. the government is promising more investment in specialist staff and admits that for too many the system is broken. almost ended up in the worst of all worlds with a lot more money being spent, but the provision not being right. so a big part of the investment is building the capacity, i mean, £2.6 billion into building more places.

can you guarantee that the children who need education, health and care plans are going to get them and they're going to get the right support with these new measures? people feel they need that to get any support. and that's wrong, actually. you should be able if your child needs extra support at school, they're in a mainstream school, they need extra support with their writing or reading, whatever it is they need, or language, they need extra support, that support should be available. you shouldn't need to get an ehcp plan to make sure that that support available. so that's one of the things we're also doing with mainstream schools. for too many and for too long it's been a fight to get the right support. a broken system that needs fixing. making the right changes are crucial in transforming the lives of thousands of children and young people. elaine dunkley, bbc news. we're joined now by latoya sykes from a charity helping families of send children, and warren carratt from nexus multi academy trust,

which runs a number of schools. thank which runs a number of schools. you so much for c talk thank you so much for coming in to talk to us. latoya, when you look at the sort of scope of what their ambition is, 33 new schools potentially, £30 million for respite care, 5000 new specialist educational support teachers, being trained, do you think this is going to go some way to solving some of theissues to go some way to solving some of the issues you have been facing? i do think it is little bit of a gesture, and obviously any help is welcomed but i do feel like it could have been pushed a little bit further with the budget and with the current crisis, everyone else is feeling at the moment, that will have an impact. ifeel like it's a little bit of a gesture that we are heading in the right direction. we hear, warren, the emotions in that film, of the parents involved, their frustrations are getting for example a diagnosis, which i know is one of the big problems. how do you see

this announcement affecting that, for example? it this announcement affecting that, for example?— this announcement affecting that, for example? it feels like the focus on education _ for example? it feels like the focus on education in _ for example? it feels like the focus on education in isolation _ for example? it feels like the focus on education in isolation is - for example? it feels like the focus on education in isolation is a - for example? it feels like the focus on education in isolation is a mist l on education in isolation is a mist opportunity— on education in isolation is a mist opportunity to look at health, to look at — opportunity to look at health, to look at the crisis in camhs, which links— look at the crisis in camhs, which links to _ look at the crisis in camhs, which links to diagnosis, and for the government to lead a multidisciplinary approach to the reforms — multidisciplinary approach to the reforms. waiting the long time that parents _ reforms. waiting the long time that parents do, i'm not convinced that 2500 _ parents do, i'm not convinced that 2500 additional sake or —— psychologists in each authority will make _ psychologists in each authority will make a _ psychologists in each authority will make a difference in the short term because _ make a difference in the short term because it — make a difference in the short term because it takes three years to train — because it takes three years to train and _ because it takes three years to train. and that actually is not .5 schools— train. and that actually is not .5 schools per— train. and that actually is not .5 schools per local authority areas. the places— schools per local authority areas. the places are not going to be there when _ the places are not going to be there when families have gone through the arduous— when families have gone through the arduous process of getting a diagnosis and plan. you arduous process of getting a diagnosis and plan. arduous process of getting a diainosis and ilan. ., . ,

diagnosis and plan. you have been in involved in some _ diagnosis and plan. you have been in involved in some musicals _ diagnosis and plan. you have been in involved in some musicals in - diagnosis and plan. you have been in involved in some musicals in your- involved in some musicals in your area? . . involved in some musicals in your area? , , , , . area? one is being inspected right now -- some _ area? one is being inspected right now -- some new— area? one is being inspected right now -- some new schools - area? one is being inspected right now -- some new schools in - area? one is being inspected right now -- some new schools in your| now —— some new schools in your area _ now —— some new schools in your area it _ now —— some new schools in your area it is — now —— some new schools in your area. it is creaking, the system. we need _ area. it is creaking, the system. we need new— area. it is creaking, the system. we need new schools announced and that is welcome. _ need new schools announced and that is welcome, new state—of—the—art and special— is welcome, new state—of—the—art and special schools is a must for the whole _ special schools is a must for the whole sector and the country. but we are desperately in need of capital investment for the existing specialist schools we have got and there _ specialist schools we have got and there is _ specialist schools we have got and there is nowhere to be seen. the schools _ there is nowhere to be seen. the schools rebuilding programme does not prioritise special and we have -ot not prioritise special and we have got the _ not prioritise special and we have got the majority of special schools across _ got the majority of special schools across the — got the majority of special schools across the country that are 1970s class _ across the country that are 1970s class builds which are falling apart and packed to the rafters. | class builds which are falling apart and packed to the rafters. i saw you noddini and packed to the rafters. i saw you nodding along _ and packed to the rafters. i saw you nodding along to — and packed to the rafters. i saw you nodding along to a _ and packed to the rafters. i saw you nodding along to a lot _ and packed to the rafters. i saw you nodding along to a lot of _ and packed to the rafters. i saw you nodding along to a lot of that? - and packed to the rafters. i saw you nodding along to a lot of that? thati nodding along to a lot of that? that is what we see _ nodding along to a lot of that? that is what we see in _ nodding along to a lot of that? trust is what we see in blackpool, where i am based. ivisited is what we see in blackpool, where i am based. i visited a school a few weeks ago and it is cupboards full sensory room and no break—out rooms and portakabins and no electrics and

things like that and there are no resources. things like that and there are no resources-— things like that and there are no resources. ~ , ., , ., , ., resources. when people hear you describini resources. when people hear you describing an _ resources. when people hear you describing an environment - resources. when people hear you describing an environment like i resources. when people hear you i describing an environment like that, given the needs of the children involved, they will think, how is that possible? the involved, they will think, how is that possible?— involved, they will think, how is that possible? the frustration that we hear as a _ that possible? the frustration that we hear as a charity, _ that possible? the frustration that we hear as a charity, we _ that possible? the frustration that we hear as a charity, we support l we hear as a charity, we support families and we hear that time and time again, it isn't adequate or appropriate for their young people. he had both been very clear that you are to what is happening but it's not enough. —— you have both been very clear. i don't know if you have been able to talk to parents directly involved since the announcement has come out, what are they thinking? i announcement has come out, what are they thinking?— they thinking? i don't think they are optimistic— they thinking? i don't think they are optimistic that _ they thinking? i don't think they are optimistic that this - they thinking? i don't think they are optimistic that this is - they thinking? i don't think they are optimistic that this is going | they thinking? i don't think they i are optimistic that this is going to be able to get to the crux of the issues. these endless waits for educational health care plans, as warren said before, the psychiatrists coming through, is that enough? these are the issues that enough? these are the issues that families are worried about and also we are hearing from a lot of

schools that they only have capacity to do three or five a year of educational health plans and some parents are waiting years to make sure their child get adequate support. sure their child get adequate su iort. . . sure their child get adequate su iort. , , ., sure their child get adequate su-iort. . . ., ~ , support. this is from the minister for learning _ support. this is from the minister for learning disabilities _ support. this is from the minister for learning disabilities and - for learning disabilities and autism, they say it is vital that health care and education are working together properly from day one for people with additional needs, we are making steps to make sure that the system is joined up and provide support more readily for young people with special educational needs and their families. talk about the long—term consequences, if you don't have the right support, in place, at this critical point in children's lives? long term, the cost to the state as one of the cost to children is probably calculable, it's huge. these are our most vulnerable learners, it's a reflection of us as a society to how well we cater for them that we investigate. the

researcher and the —— the research is in essential. it researcher and the -- the research is in essential.— is in essential. it is a difference between them _ is in essential. it is a difference between them living _ is in essential. it is a difference - between them living independently or relying on support right throughout adulthood. it relying on support right throughout adulthood. . , , relying on support right throughout adulthood. . , . . relying on support right throughout adulthood. . , , ., , ., adulthood. it really is and if you look at the _ adulthood. it really is and if you look at the overrepresentation i adulthood. it really is and if you | look at the overrepresentation of adults in the criminaljustice system if they have moderate learning difficulties, there is a cost to the public purse all across our lives. what we desperately need from this green paper is a long—term plan like the nhs has been provided with. the strategy that treasury backs which gives us a long—term vision with investment for children and young people with send. appreciate your time this morning. we have done a lot on this story over time and we will look at it again and it will be interesting to speak to you in a few months' time

and see if tangibly anything has changed. thank you very much. the country's biggest short story competition '500 words' is back — this time being supported by breakfast. jon's in birmingham for us this morning. jon, the ideas must be flowing as pupils are also celebrating world book day this morning? so creativity is in the air where you are? it so creativity is in the air where ou are? . . , . so creativity is in the air where ouare? . . ,. , you are? it certainly is, is in the costumes _ you are? it certainly is, is in the costumes as _ you are? it certainly is, is in the costumes as well. _ you are? it certainly is, is in the costumes as well. good - you are? it certainly is, is in the i costumes as well. good morning, you are? it certainly is, is in the - costumes as well. good morning, this is conway primary school in birmingham, we arejoined by willy wonka, we have a chocolate bar, we have little red riding hood and we have little red riding hood and we have belle at dozens of others, good morning everybody! they are all dressed up as their favourite characters for world book day but also because 500 words, the uk's top children's writing competition, is coming back to the bbc, it will be here on breakfast, bestselling children's author charlie hickson is

here to give you some advice. you are one of the finaljudges? yes. are one of the final 'udges? yes, and i'm are one of the final 'udges? yes, and m so h are one of the final 'udges? yes, and i'm so excited — are one of the finaljudges? yes, and i'm so excited that _ are one of the finaljudges? yes, and i'm so excited that it - are one of the finaljudges? yes, and i'm so excited that it has - are one of the finaljudges? yes, and i'm so excited that it has come back bigger— and i'm so excited that it has come back bigger and better. i have really— back bigger and better. i have really missed it and i say look forward — really missed it and i say look forward to reading what the new batch _ forward to reading what the new batch of — forward to reading what the new batch of kids, what stories they are going _ batch of kids, what stories they are going to _ batch of kids, what stories they are going to write. as judges are privileged, we get to read the final 50 selected stories but we need a huge _ 50 selected stories but we need a huge army— 50 selected stories but we need a huge army of volunteers to help sort through— huge army of volunteers to help sort through the over 100,000 entries we are expecting, to help breed those anderson— are expecting, to help breed those anderson —— select the final 50. charlie — anderson —— select the final 50. charlie will— anderson —— select the final 50. charlie will give you guys some tips later. we need librarians, teachers, teaching assistants to volunteer for judging. you can go to the bbc website to find out about that. this is where we go to our teams around the uk. it is time to get the... news, travel and whether. where you are. well done! _

good morning from bbc london. i'm victoria hollins. schools across the capital and south—east will be affected by teachers strike action today. the union, the neu, estimates around 200,000 members will be taking action in the dispute over pay. the majority of schools are expected to either restrict access to certain year groups or fully close. it's notjust about individual teachers pay, it's about safeguarding the whole profession. if something isn't done now, we will hit breaking point where we are not able to retain and clearly we can see with all the stats, we are not able to recruit the teachers who are leaving. the department for education has said it wanted formal talks on pay, conditions and reform ahead of the latest strike days but only if neu called them.

protests have been taking plates against plans to raise council tax by more than average in some boroughs. but the majority of londoners, bills for key services will increase by around 5% but croydon wanted to set a rise of 15%. protesters gathered outside the town hall and last night the plans were voted down, but thurrock also saw protest against plans for a 10% rise which was approved last night. a teenage boy from north london has spent a year recreating photographs taken originally by his grandmother to try and help her with her alzheimer's. philip loveday from barnet has been following in her footsteps from 1955, trying to recreate the exact same picture in the hope of assisting the 83—year—old's memory loss. i think what's been really interesting and important about the project is it's helped my mum to reconnect with that really critical time in her life, but also to be able to place that in the present. she seemed to really like it, and i thought it was really heart—warming, to be honest. it makes me really happy to see she enjoyed it so much. a quick look at the travel. good service on the tubes this morning.

just minor delays on thejubilee line. a check on the weather with elizabeth. it might now be the start of the meteorological spring, but things are set to turn colder as we head through the weekend and into next week. today though, a little milder than it has been and there should be more in the way of sunshine and it should also stay dry and another chilly start today with a touch of frost out there and very close to freezing for most of us and there is some sunshine around this morning, and also some areas of cloud and the cloud will tend to thicken towards eastern areas as the day wears on. as we head to the end of the day, it could be really quite cloudy. top temperatures of nine or 10 celsius with a lighter or more easterly wind blowing. through this evening and overnight, we will probably see a lot more cloud around than last night, so temperatures not quite as low. low single figures into tomorrow morning and tomorrow we see a return to the rather cloudy conditions with the wind again turning more north—easterly and there could be a few spots of drizzle

from the thickness of the cloud and once again it will feel quite cold with a few spots of drizzle from the thickness of the cloud and once again it will feel quite cold with a bit of added wind—chill but it will turn colder and some cold feeling air by sunday. that's it, we are back in an hour. hello, this is breakfast with charlie stayt and rachel burden. whatsapp messages involving the former health secretary, matt hancock, reveal that during the pandemic he battled to overturn a government decision to allow schools in england to stay open — while covid infections were rising. the exchanges, reported by the daily telegraph, paint the picture of a bitter behind—the—scenes clash with then—education secretary sir gavin williamson. the messages also show how the cabinet ministers expressed their frustration with teaching representatives, with mr hancock saying

"what a bunch of absolute the teaching unions are". we'll be speaking to one of those union leaders in a moment but first here's our political correspondent david wallace lockhart. more leaked messages from ministers during the pandemic, more apparent insight into decision—making. now education is in the spotlight. the daily telegraph suggests that in december 2020, matt hancock wanted schools closed for most pupils. the education secretary, sir gavin williamson, disagreed, and he seemed to be getting his way. in a message to his adviser, mr hancock suggested he wasn't giving up, saying, i want to find a way, gavin having won the day, of actually preventing a policy car crash when the kids spread the disease injanuary. he then said, for that, we must now fight a rearguard action for a rational policy. in earlyjanuary, borisjohnson announced that schools in england would close as part of a lockdown. in a commentary piece for the daily telegraph, sir gavin williamson has today said this closure wasn't done for the right reasons.

he says he now questions if he should have resigned in protest. the telegraph has obtained these messages from the lockdown sceptic journalist isabel 0akeshott, who helped mr hancock write his recent book. last night, she told talk tv why she went public. we cannot afford to wait for a decade or more for answers as to what was really going on. so this resource that i had is an extraordinary way to quickly get to the truth of what really happened, why crucial decisions were made that affected millions of lives, that millions of people are still paying the price for today. other leaked messages seem to show matt hancock and sir gavin williamson discussing teachers. in may 2020, sir gavin appeared to stress they had access to ppe, adding, some willjust want to say they can't say they have an excuse to avoid having to teach.

in a message from october 2020, matt hancock congratulates sir gavin on a cracking announcement on exams, and adds, what a bunch of absolute arses—the teaching unions are. one head teachers union labelled this an appalling lack of respect. sir gavin williamson has said his comments were about unions, not teachers, who he has the utmost respect for. a spokesperson for matt hancock said, these are partial accounts, obviously spun with an agenda. they show matt was focused throughout on saving lives. the right place for a full assessment is the inquiry. that public inquiry will take some time. more of matt hancock's messages may appear soon. david wallace lockhart, bbc news, westminster. we can speak now to geoff barton from the association of school and college leaders and anne longfield from the commission for young lives. good morning to you both. i wonder

if first of all i could pick up with you, we spoke many times during the pandemic about schools and teaching and how difficult times were for parents and for everyone. could you reflect for a moment. you heard some of the exchanges between gavin williamson and matt hancock, specifically referring to the unions in disparaging terms. can you deal with that first of all? what do you make of that exchange? ixiiufhed with that first of all? what do you make of that exchange?— with that first of all? what do you make of that exchange? what i make ofthat make of that exchange? what i make of that is that — make of that exchange? what i make of that is that it — make of that exchange? what i make of that is that it is _ make of that exchange? what i make of that is that it is contemptible - of that is that it is contemptible because we have to remind ourselves that this was an age of extraordinary anxiety and we haven't got vaccines, etc and the government was starting to look to the teaching profession to welcome young people back into school and there was a huge debate going on about whether face coverings should be worn and essentially the very people who then brought the young people back into schools are being described in those snide terms by the former education

secretary in the very terms as someone who has worked in education for all these years who wants the brightest and best young people to become politicians and that is less likely this morning because of that sneering denigration of the teaching profession. mas sneering denigration of the teaching irofession. ~ . , ., . sneering denigration of the teaching irofession. . . . ., , profession. was that reflected any of our profession. was that reflected any of your dealings _ profession. was that reflected any of your dealings at _ profession. was that reflected any of your dealings at the _ profession. was that reflected any of your dealings at the time - profession. was that reflected any of your dealings at the time with l of your dealings at the time with government ministers? i don't know how direct they were but were they presenting to you and the public support for teachers while something else apparently, and we can only go on what has been released so far, and it's always important to caution that because there will be other messages as well, but were there very different messages going on between what was happening behind the scenes and what was happening up front? i the scenes and what was happening up front? .. the scenes and what was happening up front? ~' ., , , front? i think there was being realistic we _ front? i think there was being realistic we will _ front? i think there was being realistic we will all _ front? i think there was being realistic we will all have - front? i think there was being - realistic we will all have messages on our phone that we would prefer not to see on the front page of a newspaper and we understand that but the trouble with this is it feels like government issues on crucial public health issues were being made through whatsapp, and they do not

resonate with the conversations we were having with the secretary of state where essentially we were seeing people who were representing who were the guardians of the nations children, we were being seen as the people who would bring the young people back in and what we found a round face coverings is parents needed a huge amount of reassurance it was safe to send their child back to school and frankly parents did not trust the politicians. they trusted those leaders, so for those people who put their head of the parapet and put their head of the parapet and put their head of the parapet and put their head above the parapet, to be sneered out in those terms, shame on them. . sneered out in those terms, shame on them. , ., ., them. the message we had from the government — them. the message we had from the government yesterday _ them. the message we had from the government yesterday was _ them. the message we had from the government yesterday was that - them. the message we had from the government yesterday was that the l government yesterday was that the whatsapp messages do not tell the full story and this was not the only place where decisions were being made or discussions were being heard and plenty of face—to—face meetings took place on these issues but while the language we talked about is very eye—catching, let's look at the substance of the decisions. and longfield, the decision to use

facemasks and to close schools, particularly the second time, had a really negative impact potentially, didn't they, on children who missed out on schooling. on reflection, knowing how much division there was in government, do you think it was the right decision?— the right decision? well, i think absolutely. _ the right decision? well, i think absolutely, as _ the right decision? well, i think absolutely, as you _ the right decision? well, i think absolutely, as you say, - the right decision? well, i think absolutely, as you say, children the right decision? well, i think- absolutely, as you say, children are living _ absolutely, as you say, children are living with _ absolutely, as you say, children are living with the consequences of this now and _ living with the consequences of this now and indeed their families and film now and indeed their families and right from — now and indeed their families and right from the start, for me, it was clear— right from the start, for me, it was clear that _ right from the start, for me, it was clear that children's well—being was not one _ clear that children's well—being was not one of— clear that children's well—being was not one of the high priority considerations and you could see that from — considerations and you could see that from the shock of hearing when schools _ that from the shock of hearing when schools stayed closed injune that from the shock of hearing when schools stayed closed in june while pubs. _ schools stayed closed in june while pubs, theme parks, shops and indeed zoos reopened and that just cascaded through— zoos reopened and that just cascaded through the months where children's well-being _ through the months where children's well—being was seen to be way down the pecking order. what happened in january— the pecking order. what happened in january was there was a new strain of the _ january was there was a new strain of the virus — january was there was a new strain of the virus that again shocked

everyone. _ of the virus that again shocked everyone, that there had not been the remedial action put into schools to be _ the remedial action put into schools to be able _ the remedial action put into schools to be able to mitigate any problem coming _ to be able to mitigate any problem coming down the track and some european — coming down the track and some european countries they took over neighbouring public buildings to schools — neighbouring public buildings to schools and brought others into help support _ schools and brought others into help support the workforce and those kind of measures to plan whenever there from government so when another stage _ from government so when another stage of— from government so when another stage of the crisis came along, it was children who bore the brunt of that _ was children who bore the brunt of that with— was children who bore the brunt of that. with masks, i felt, was children who bore the brunt of that. with masks, ifelt, asjeff said. _ that. with masks, ifelt, asjeff said. if— that. with masks, ifelt, asjeff said, if they were needed to reassure _ said, if they were needed to reassure children and families bill that was— reassure children and families bill that was fine, but actually it was something that needed a proper evidence—based decision, not the kind of— evidence—based decision, not the kind of political expediency we can see from _ kind of political expediency we can see from these messages. and kind of political expediency we can see from these messages.- see from these messages. and we still don't really _ see from these messages. and we still don't really have _ see from these messages. and we still don't really have the - still don't really have the evidence on that. what can we learn from this? we keep being told wait for the public inquiry but that could take years, so what can we learn from this now? it take years, so what can we learn

from this now?— from this now? it could take years and also importantly, _ from this now? it could take years and also importantly, it _ and also importantly, it doesn't have _ and also importantly, it doesn't have a — and also importantly, it doesn't have a specific focus on children. when _ have a specific focus on children. when the — have a specific focus on children. when the first list of modules came out, children were not on the list and they— out, children were not on the list and they still aren't. sol out, children were not on the list and they still aren't. so i think, look. _ and they still aren't. so i think, look, childhood is a very short period — look, childhood is a very short period of— look, childhood is a very short period of time in our lives but it's such— period of time in our lives but it's such a _ period of time in our lives but it's such a crucial one and the inquiry needs— such a crucial one and the inquiry needs to — such a crucial one and the inquiry needs to look at children specifically needs to look at them first. _ specifically needs to look at them first. in— specifically needs to look at them first. in my— specifically needs to look at them first, in my view and the lessons need _ first, in my view and the lessons need to— first, in my view and the lessons need to be — first, in my view and the lessons need to be learned because now we have potentially a generation of children. — have potentially a generation of children, especially disadvantaged children— children, especially disadvantaged children who were living with the consequence of this lack of priority that we _ consequence of this lack of priority that we saw during covid.- that we saw during covid. there is so much information _ that we saw during covid. there is so much information out - that we saw during covid. there is so much information out there. i so much information out there. people will be trying to wade through some of it but not all of it. if we concentrate on one moment for a second, looking at january the 3rd and i was referencing that moment in time a moment ago. this was the point at which, looking through the details, on the andrew

marr show on sunday january the 3rd, the prime minister said six times in a row that schools are safe. and then on the monday the announcement that classrooms would close for at least six weeks in a new lockdown. so is the reality check amongst all of this that this was a complicated time, a confusing time, and necessarily messaging was going to have to change, and sometimes necessarily that was one day to the next. ~ ., ., ., , ., next. without a doubt, charlie. the --eole i next. without a doubt, charlie. the people i represent _ next. without a doubt, charlie. the people i represent to _ next. without a doubt, charlie. the people i represent to run _ next. without a doubt, charlie. the people i represent to run our - people i represent to run our schools and colleges are control freaks and we like to be in control of things and the trouble with the pandemic is it was difficult to know what you should be doing and i think we all hoped the adults in the room with a scientist saying that this is what we think and this is what the modelling suggests, and what the whatsapp messages suggest that their voices did not cut through with all of that and it's worth registering that if i was a head teacher and

read the guidance saying face coverings should be worn by all young people, notjust in the public areas of school but in the classroom, even if my instincts were that it would make teaching really difficult, i did that because we thought the guidance was official guidance and we did everything we could to reassure parents, all the more reason, i think, while that cheap, snide criticism of the teaching profession who work so hard often against a backlog of chaotic guidance changing by the hour, that is why it does so much damage to political reputations. just is why it does so much damage to political reputations.— political reputations. just one question. _ political reputations. just one question, people _ political reputations. just one question, people will - political reputations. just one | question, people will possibly political reputations. just one - question, people will possibly think to themselves, they understand candid language and ministers talking to each other, and why not, but myjaw union representatives seek an apology about the way you were spoken about? i’m seek an apology about the way you were spoken about?— seek an apology about the way you were spoken about? i'm sure there will be lots — were spoken about? i'm sure there will be lots of _ were spoken about? i'm sure there will be lots of people _ were spoken about? i'm sure there will be lots of people i _ were spoken about? i'm sure there will be lots of people i represent i will be lots of people i represent who would want that. frankly, i would prefer to have some competence and a sense that there is urgency from the westminster government like we see in wales, to sort out the

industrial action and have talks instead of talking about having talks. that would be a bigger gift to the nations children and young people. an apology would be fine, but those people, let's be honest, are yesterday's men. good speaking to you. thank you for your time this morning. no bad language here. mike is in the room, although there might have been expressions, vivid expressions of celebration from grimsby fans last night. celebration from grimsby fans last niuht. �* ,, ' night. and sheffield united. eight teams left in _ night. and sheffield united. eight teams left in the _ night. and sheffield united. eight teams left in the fa _ night. and sheffield united. eight teams left in the fa cup, - night. and sheffield united. eight teams left in the fa cup, only - night. and sheffield united. eight| teams left in the fa cup, only four from the premiership and we bid up grimsby and they didn't let us down. fans of league two side grimsby town will need | to keep their 'harry the haddock�* inflatables pumped up a little while longer, after watching their side beat premier league southampton, to take their place the fa cup quarter—finals. two penalties by gavan holohan helped grimsby edge out the team from three leagues above them at st mary's,

becoming the first team ever to beat five teams from a higher divison in a single fa cup campaign. over 4,000 grimsby fans made the journey to the south coast, with many of them waving their lucky blow—up haddocks. next stop for 'harry�* is a first fa cup quarter—final in 84 years — away at brighton. i think they were certainly in attendance. i thought there might have been a few may be thrown away in annoyance and i would imagine if people _ in annoyance and i would imagine if people have still got them and not burst— people have still got them and not burst them through celebrating too hard. _ burst them through celebrating too hard. they— burst them through celebrating too hard, they will be going with them to the _ hard, they will be going with them to the next games and certainly to the next _ to the next games and certainly to the next cup game. there was also an upset at brammall lane where championship side, sheffield united, knocked out premier league tottenham. substitute iliman ndiaye with a goal worthy reaching of the quarter—finals, with 11 minutes remaining, making spurs defenders look like statues. sheffield united will host championship promotion rivals blackburn in the last eight. more cup joy for manchester united last night. after winning the efl cup at wembley on sunday, they're now into the quarter finals of the fa cup. they came from a goal down to beat west ham 3—1,

and manager eric ten hag felt their recent momentum played a big part in the win. burnley manager vincent kompany will take his side to face his former club manchester city in the quarter—finals. a late goal from connor roberts saw the championship leaders beat league one's fleetwood town 1—0 at turf moor. a big moment as well last night, in the premier league and arsenal now have a 5 point lead at the top, after thrashing everton. it took the gunners 40 minutes to un pick the everton defence, and when they did bukayo saka didn't hold back. gabriel martinelli scoring twice, his second towards the end, to make it 4 nil and this leaves everton in the relegation zone. mo salah with the second of the two goals for liverpool moving them to sixth in the table, six points away

from the top four. wolves remain uncomfortably close to the relegation places. the england one—day side made up of the disappointment suffered by the test team by winning the first match by three wickets in bangladesh in their three wickets in bangladesh in their three match series and it was certainly a challenging service and england dismissed the home side for 209 england made heavy going of it, losing josh butler cheaply and they were wobbling on 65—4 but then the one batter who held firm, dawid malan scored a brilliant century to help england reach the target with two overs to spare in the second match of the series is tomorrow. in the last few moments, charlotte banks and uniting all have one world championship gold in the mixed team snowboard final in georgia. banks became the first ever british snowboard world champion when she won the individual gold back in 2021 but she crashed out of the event yesterday. but she was much improved today and after nightingale put in a

really impressive first run, banks brought it home in what turned out to be a clear victory. it is the nation's first ever title in the mixed team discipline and it furrows me a brooks's historic snowboard slopestyle victory early in the week, and remember she is only 16 and she will be back in action in the big air event over the weekend. exciting times on the snow. the iictures exciting times on the snow. the pictures are _ exciting times on the snow. the pictures are so _ exciting times on the snow. the pictures are so amazing. it is mesmerising. it really is. beautiful skies and beautiful _ mesmerising. it really is. beautiful skies and beautiful snow. - mesmerising. it really is. beautiful skies and beautiful snow. in - mesmerising. it really is. beautiful skies and beautiful snow. in a - skies and beautiful snow. in a beautiful result for great britain. what they'll need is a bit of snow back home on a regular basis so they can do more of their training here. rather than going abroad. hind can do more of their training here. rather than going abroad. find i rather than going abroad. and i think carroll _ rather than going abroad. and i think carroll has _ rather than going abroad. and i think carroll has said _ rather than going abroad. and i think carroll has said the - rather than going abroad. and i think carroll has said the snow word this morning. i certainly have. next week it's going to turn colder than it has been this week. this morning we have an array of weather across the country. in east lothian one of the

weather watchers sent in this picture where it has been raining and we have a fair bit of cloud this morning across many areas, this one in solihull and it is a cold and frosty start like this one in kent, so south and east of the country we have some frost and parts of the north and west but this is where we are starting with some sunshine. a lot of cloud in eastern scotland and north—east england producing a fair few showers currently and as we go through the day we could see one or two showers crop up in northern ireland and for southern england and wales the cloud will break and we will see a bit more sunshine. but later in the afternoon more cloud comes into the east. the east coast is not as cold as it has been this week because the breeze is not going to be a strong but it will still be quite brisk across the south—east and through the english channel. these are the temperatures, between seven and 10 degrees. as we head through the evening and overnight all of the cloud starts to spread further south and west and it will be clear skies across west wales, south—west england and parts of scotland and this is where we will

have the lowest temperatures, so you can expect some frost but it will be a cold night regardless. tomorrow, all of the cloud across eglin and wales starts to slip again a bit further south west, so later it will brighten up on the east, brighter skies across scotland and some sunny intervals across northern ireland but weather front will bring some spots of rain into the northern isles and these are the temperatures, between seven and nine, and as you rightly said, it is next week that some of us will see some snow. next week that some of us will see some snow-— next week that some of us will see some snow._ that i next week that some of us will see i some snow._ that was some snow. thanks, carol. that was lenny henry — some snow. thanks, carol. that was lenny henry saying _ some snow. thanks, carol. that was lenny henry saying hello. _ some snow. thanks, carol. that was lenny henry saying hello. she - some snow. thanks, carol. that was lenny henry saying hello. she has i lenny henry saying hello. she has one. lenny henry saying hello. she has gone- you — lenny henry saying hello. she has gone- you do _ lenny henry saying hello. she has gone. you do the _ lenny henry saying hello. she has gone. you do the weather- lenny henry saying hello. she has gone. you do the weather good. i lenny henry saying hello. she has - gone. you do the weather good. thank ou. just gone. you do the weather good. thank you- just as — gone. you do the weather good. thank you. just as well. _ gone. you do the weather good. thank you. just as well, it's _ gone. you do the weather good. thank you. just as well, it's her _ gone. you do the weather good. thank you. just as well, it's herjob. - gone. you do the weather good. thank you. just as well, it's herjob. you - you. just as well, it's herjob. you are here because it is world book day. we will shut in a moment but

maybe you can help us with some of these pictures. it's one of those mornings where lots of kids get tripped up. and those are the pictures. there we go. this is karen from essex and she is gangster aggro cap granny, and daughter is professor trelawney. i cap granny, and daughter is professor trelawney.- cap granny, and daughter is professor trelawney. i like that obscure, niche _ professor trelawney. i like that obscure, niche character. - professor trelawney. i like that obscure, niche character. and i professor trelawney. i like that i obscure, niche character. and we have nori and _ obscure, niche character. and we have nori and he _ obscure, niche character. and we have nori and he is _ obscure, niche character. and we have nori and he is eight, - obscure, niche character. and we have nori and he is eight, from i have nori and he is eight, from rugby and he is dressed up as the bfg, from the classic. and in bristol we have everton, who is six and he is smoo. i'm not familiar with those characters. it is a great outfit. ., .., with those characters. it is a great outfit. ., . ., , ., outfit. you can find characters to dress u- outfit. you can find characters to dress up as _ outfit. you can find characters to dress up as on — outfit. you can find characters to dress up as on the _ outfit. you can find characters to dress up as on the world - outfit. you can find characters to dress up as on the world book. outfit. you can find characters to i dress up as on the world book day website and they have lots of tips. i wrote a book called the boy with wings and you can find a tip on how to make wings with paper plates. irate

to make wings with paper plates. we have one more. this is corre and she is a big lord of the rings fan. dressed up to be frodo.- is a big lord of the rings fan. dressed up to be frodo. very good. very fashionable. _ dressed up to be frodo. very good. very fashionable. is _ dressed up to be frodo. very good. very fashionable. is it? _ dressed up to be frodo. very good. very fashionable. is it? i— dressed up to be frodo. very good. very fashionable. is it? ithink- very fashionable. is it? ithink everyone _ very fashionable. is it? ithink everyone is— very fashionable. is it? ithink everyone is wearing _ very fashionable. is it? ithink everyone is wearing hobbit - very fashionable. is it? i think everyone is wearing hobbit stuff this year. it's a whole thing. you included. lovely _ this year. it's a whole thing. you included. lovely to _ this year. it's a whole thing. you included. lovely to see you here. they can age, seven, eight, nine? i they can age, seven, eight, nine?! was that age, my auntie took me they can age, seven, eight, nine? i was that age, my auntie took me to dudley library and made me enlist and said going there and disappear, so i did. and the librarians were brilliant and showed me all these books and it meant i could immerse myself in these imaginary worlds and learn about creativity because when he read a book, you can cast it and designed the sets and imagine what hair people have got and you can do everything in your imagination and that's why it's important. apparently, reading is the biggest indication of a child's future, apart from anything else, so it's

important we encourage kids to read and world book day is fantastic, charitable act of issuing these vouchers, £1 vouchers to all of these kids and it means they can redeem them in any book shop and get a £1 book and this year what has been brilliant is these kids have said we would like lenny henry to contribute a book, so i've written a book called the boy with wings, the attack of the rampaging robots, and you can get it for a pound. the vouchers _ you can get it for a pound. the vouchers this _ you can get it for a pound. the vouchers this year _ you can get it for a pound. the vouchers this year are coming in electronic form, so they are not one of those paper vouchers that get lost in the bottom of your schoolbag. lost in the bottom of your schoolbag— lost in the bottom of your schoolbau. . h , m schoolbag. that's very cool. what books were _ schoolbag. that's very cool. what books were you — schoolbag. that's very cool. what books were you attracted - schoolbag. that's very cool. what books were you attracted to - schoolbag. that's very cool. what books were you attracted to as i schoolbag. that's very cool. what books were you attracted to as a l books were you attracted to as a child? i've got two kids who love reading on the other two were not so keen but would read a lot of nonfiction stuff. and the rule is, it doesn't matter what you read, just read. it doesn't matter what you read, 'ust read. . it doesn't matter what you read, 'ust read. , ., ., , just read. yes, read anything, whatever— just read. yes, read anything, whatever you _ just read. yes, read anything, whatever you can. _ just read. yes, read anything, whatever you can. when -

just read. yes, read anything, whatever you can. when i - just read. yes, read anything, whatever you can. when i was just read. yes, read anything, i whatever you can. when i was a just read. yes, read anything, - whatever you can. when i was a kid i read the narnia books on the lord of the rings books and when my daughter was little i read all of the harry potter books and all of the books i had read on the thing we both noticed was she never said, why isn't there anybody who looks like me in these books, but the thing i noticed was that these books are not inclusive or diverse in any way and i thought with my daughter when i grow up, i will write a book where everybody gets to have a go, so in my book, it looks like me when i was 12. and kylie is in a wheelchair and in the book of legends, brown is deaf and there is a glossary. he looks like me and he gets to have expense —— adventures in space, and i wanted the books to reflect what it was like for me when i walked down the town centre where i was yesterday or in wimbledon where i was the other day and i'm going to bradford today and when i walked down the street so see all kinds of

people, notjust one kind of person and these are all of the books by frank cottrell boyce, they are adventures and imaginative and kids need to use their imagination and reading is the thing that simulates curiosity, so let's encourage our kids to do this. do curiosity, so let's encourage our kids to do this.— curiosity, so let's encourage our kids to do this. do you think in a wa that kids to do this. do you think in a way that there _ kids to do this. do you think in a way that there is _ kids to do this. do you think in a way that there is so _ kids to do this. do you think in a way that there is so much - way that there is so much imagination is done for people now. because i don't know if you talk about video games or movies, which are all fantastic and incredible imagery but it is sort of done for you. it is laid out on a plate and you. it is laid out on a plate and you are told what things look like. what is great about this on the world book day website is there is information about how to make your own costumes and look like your favourite characters and look like the boy with wings or the bfg and the book stimulate imagination, so we need to be doing this because i read the other day that 500,000 kids in this country don't have access to a book. can you imagine? you

in this country don't have access to a book. can you imagine? you grew up in a household — a book. can you imagine? you grew up in a household without _ a book. can you imagine? you grew up in a household without books - a book. can you imagine? you grew up in a household without books and - a book. can you imagine? you grew up in a household without books and you i in a household without books and you often hear people say that that is a real indicator of success later in life, not necessarily economic background which plays into it, but does your house have books on it. yes, but it's a sort of human right and if you can't get them from school. i had a mate called steven who collected comics and he would give me the tatty ones, so i reread spider—man and batman and when i joined the library, which is such a great place, you go there, they give you six books and you take them home and you never have to bring them back. ., , ., �* ., and you never have to bring them back. ., �* . what back. you shouldn't say that. what do ou back. you shouldn't say that. what do you mean? _ back. you shouldn't say that. what do you mean? bbc, _ back. you shouldn't say that. what do you mean? bbc, you _ back. you shouldn't say that. what do you mean? bbc, you must - back. you shouldn't say that. what do you mean? bbc, you must tell| back. you shouldn't say that. what i do you mean? bbc, you must tell the children this. go to the library now i get free books! i read loads of books and i had books andihad loads i w i get free books! i read loads of books and i had books and loads in i w i get free books! i read loads of books and i had books and loads in the w i get free books! i read loads of books and i had books and loads in he end i get free books! i read loads of books and i had books and loads in he end at i get free books! i read loads of books and i had loads in the end at home. ,, ., , , _, books and i had loads in the end at home, ,, ., , , _, ., home. storytelling is the core of this. that doesn't _ home. storytelling is the core of this. that doesn't have - home. storytelling is the core of this. that doesn't have to - home. storytelling is the core of this. that doesn't have to be - home. storytelling is the core of this. that doesn't have to be in. home. storytelling is the core of| this. that doesn't have to be in a book. i know we are talking about world book day, but storytelling you

kind of do through comedy and almost everything is storytelling. essen; kind of do through comedy and almost everything is storytelling.— everything is storytelling. every si i a sto everything is storytelling. every si l a story on _ everything is storytelling. every si l a story on it- _ everything is storytelling. every si i a story on it. even _ everything is storytelling. every si i a story on it. even if— everything is storytelling. every si i a story on it. even if i _ everything is storytelling. every si i a story on it. even if i was - everything is storytelling. every si i a story on it. even if i was doing | i a story on it. even if i was doing a history essay, there was always a dinosaur somewhere.— a history essay, there was always a dinosaur somewhere. a history essay, there was always a i dinosaur somewhere._ i dinosaur somewhere. crowbar it in. i read jennings— dinosaur somewhere. crowbar it in. i read jennings and _ dinosaur somewhere. crowbar it in. i read jennings and just _ dinosaur somewhere. crowbar it in. i read jennings and just william - dinosaur somewhere. crowbar it in. i read jennings and just william and i read jennings and just william and the famous five and time travel books and i always wanted to see somebody turn into a joint at some point, so for me, superpowers and jokes —— into a giant. kids are encouraged, look at that kid dressed as the bfg. irate encouraged, look at that kid dressed as the bfg. ~ ., ., ., as the bfg. we can have a whole discussion _ as the bfg. we can have a whole discussion about _ as the bfg. we can have a whole discussion about reading - as the bfg. we can have a whole discussion about reading the - as the bfg. we can have a whole i discussion about reading the more old—fashioned books, some of which seem really kind of at odds with modern thinking, obviously. but they were of their — modern thinking, obviously. but they were of their time. _ modern thinking, obviously. but they were of their time. they _ modern thinking, obviously. but they were of their time. they were - modern thinking, obviously. but they were of their time. they were still. were of their time. they were still imaginative _ were of their time. they were still imaginative of— were of their time. they were still imaginative of -- _ were of their time. they were still imaginative of -- as _ were of their time. they were still imaginative of -- as well - were of their time. they were still imaginative of -- as well and - were of their time. they were still. imaginative of -- as well and that's imaginative of —— as well and that's what we want to talk about the new story writing competition that is coming back. 500 story writing competition that is coming back-— story writing competition that is coming back. 500 words. me and charlie are _ coming back. 500 words. me and charlie are judges _ coming back. 500 words. me and charlie are judges and _ coming back. 500 words. me and charlie are judges and we - coming back. 500 words. me and charlie are judges and we have i coming back. 500 words. me and charlie are judges and we have to i charlie are judges and we have to read a million stories. thanks

everybody and we have to pick the best three. it everybody and we have to pick the best three. . . everybody and we have to pick the best three. , , ., everybody and we have to pick the best three-— best three. it must be a 'oy. somebody i best three. it must be a 'oy. somebody will i best three. it must be a 'oy. somebody will get i best three. it must be a 'oy. somebody will get the h best three. it must be a joy. i somebody will get the cadillac. best three. it must be a joy. - somebody will get the cadillac. you don't know where you will go with the story. $5 don't know where you will go with the sto . �* , ., don't know where you will go with thesto .m ., , don't know where you will go with thesto .m ., the story. as long as there is a beginning. _ the story. as long as there is a beginning, middle _ the story. as long as there is a beginning, middle and - the story. as long as there is a beginning, middle and end - the story. as long as there is a| beginning, middle and end and the story. as long as there is a - beginning, middle and end and trust me, it doesn't have to be in that order. just write what comes into your mind and if you think something is funny, write it down if you see something weird, write it down and if you have a lovely moment that is moving, write it down and make a story. it's fun. making stories is fun. �* . story. it's fun. making stories is fun. . . ., story. it's fun. making stories is fun. . ., ,, fun. amazing. en'oy that process. i will. and fun. amazing. en'oy that process. i win. and no — fun. amazing. enjoy that process. i will. and no doubt _ fun. amazing. enjoy that process. i will. and no doubt you _ fun. amazing. enjoy that process. i will. and no doubt you will- fun. amazing. enjoy that process. i will. and no doubt you will be - fun. amazing. enjoy that process. i will. and no doubt you will be back| will. and no doubt you will be back here in eight years' time. i am aooin to here in eight years' time. i am going to see — here in eight years' time. i am going to see hacker _ here in eight years' time. i am going to see hacker from - here in eight years' time. i —n going to see hacker from wigan shortly. irate going to see hacker from wigan shortl . ~ . going to see hacker from wigan shortl . . ., ., ., ., ., shortly. we are going to have more of our shortly. we are going to have more of your photographs _ shortly. we are going to have more of your photographs later _ shortly. we are going to have more of your photographs later on - shortly. we are going to have more of your photographs later on of - of your photographs later on of dressing up today. why not? and you can send us a message. grab your phone, because you might want to scan the qr code.— scan the qr code. wow. does this work? scan _

scan the qr code. wow. does this work? scan the _ scan the qr code. wow. does this work? scan the code _ scan the qr code. wow. does this work? scan the code and - scan the qr code. wow. does this work? scan the code and it - scan the qr code. wow. does this work? scan the code and it will i scan the qr code. wow. does this| work? scan the code and it will set u n work? scan the code and it will set u- a chart work? scan the code and it will set up a chart and _ work? scan the code and it will set up a chart and you _ work? scan the code and it will set up a chart and you can _ work? scan the code and it will set up a chart and you can send - work? scan the code and it will set up a chart and you can send us - work? scan the code and it will set up a chart and you can send us a i up a chart and you can send us a picture really easily. lam scanning i am scanning it now. lenny was -ro -erl i am scanning it now. lenny was properly paying _ i am scanning it now. lenny was properly paying attention. - i am scanning it now. lenny was properly paying attention. i - i am scanning it now. lenny was| properly paying attention. i was. i am scanning it now. lenny was i properly paying attention. i was. i ain't no fall- _ properly paying attention. i was. i ain't no fall. lenny, _ properly paying attention. i was. i ain't no fall. lenny, thank - properly paying attention. i was. i ain't no fall. lenny, thank you - properly paying attention. i was. i| ain't no fall. lenny, thank you very much. headlines _ ain't no fall. lenny, thank you very much. headlines in _ ain't no fall. lenny, thank you very much. headlines in a _ ain't no fall. lenny, thank you very much. headlines in a moment. -

this and charlie stayt. good morning, welcome to breakfast with rachel burden and charlie stayt. our headlines today. a baby's body is found by police searching for the missing child of constance marten and mark gordon. the couple are still being questioned by detectives. insulting language and a bitter row over school closures during the pandemic. more details emerge from matt hancock's leaked whatsapp messages. the duke and duchess of sussex say they've been told to give up their uk home in the grounds of windsor castle given to the couple by the queen. good morning, after a night of fa magic with two big upsets. league two grimsby won at premier league southampton, to send their fans into harry haddock heaven, while championship side sheffield united also reach the quarter finals, knocking out tottenham.

500 words, the uk's biggest children's story writing competition, is coming back to the bbc, and it's going to be here on bbc, and it's going to be here on bbc breakfast. we are live from birmingham with all the details, who's excited?— who's excited? me! quite a _ who's excited? me! quite a bit - who's excited? me! quite a bit of - who's excited? me! quite a bit of cloud| who's excited? me! - quite a bit of cloud along the who's excited? .e�* quite a bit of cloud along the east coast, prolific showers here at the moment and in northern ireland but more sunshine in the south than we have seen of late. not feeling as cold because it is not as breezy today but it is colder through the weekend and next week. it's thursday the 2nd of march. our main story. a postmortem examination is to be carried out on the body of a baby found by police searching for the missing child of constance marten and mark gordon. the couple disappeared in earlyjanuary and were arrested earlier this week. they are being held on suspicion of gross negligence manslaughter. vincent mcaviney reports.

yesterday at locations from newhaven to brighton, the search for the missing baby was in full swing over a 90 square mile area. officers from the sussex force were joined by those from the metropolitan police and volunteer experts in search and rescue. there was concern for the welfare of the infant, but there was also still hope. but last night that hope was extinguished when a baby's remains were found in this woodland area near to where the couple were arrested monday night in north brighton. the detective superintendent leading the search, forced to make an announcement he'd been dreading. police officers searching a wooded area close to where constance and mark gordon were arrested, discovered the remains of a baby. a postmortem examination will be held in due course. a crime scene is in place and work at the location is expected to continue for some time. 35—year—old constance marten and 48—year—old mark gordon were captured on cctv after emerging

from the woods on monday to visit local shops. they returned along the same residential street 45 minutes later, but they'd been spotted by a member of the public who'd called 999. moments after this cctv footage was recorded, they were arrested. the two of them left their home in london in september when her pregnancy started to show. staying in a series of airbnbs, police believe their baby was then born in their car injanuary. but when the vehicle caught fire on the m61 near bolton onjanuary the 5th, the police started to investigate.

before arriving in east london where they bought a tent and camping supplies at argos. they finally travelled to newhaven. their baby was definitely alive at this stage as the taxi driver who drove them heard it, but at that point they disappeared, only to re—emerge six weeks later in brighton when they were arrested. for weeks, the police and constance's family have appealed to her to contact the authorities and warned of the dangers of freezing temperatures to her newborn. overnight, officers have guarded the crime scene as forensic tests are carried out to confirm the identity and detectives say a postmortem examination will take place in due course. vincent mcaviney, bbc news. yetunde yusuf is near the woodland where the remains were discovered. the forensic operation is ongoing and many people locally were involved in the search.- and many people locally were involved in the search. yes, so many o-eole involved in the search. yes, so many people involved. _ involved in the search. yes, so many people involved, local— involved in the search. yes, so many people involved, local people - people involved, local people

helping police with their inquiries, and a specialist team, search and rescue teams and volunteers looking through the woodland as well as hundreds of police officers from the metropolitan police, from sussex police, who have been scouring the 90 square miles area and obviously this is not the outcome they had hoped for but as the days went on and it got colder, they feared that the baby had come to some heart. this is an ongoing investigation, and there will be a postmortem taking place and police vehicles have been arriving as part of the area they are searching is now a crime scene and they are asking people not to speculate, although they do recognise the impact it has had on people following the story very closely. i know the impact it is having on people here in brighton. they have laid candles down already and there is talk of a potential vigil this evening as well but as the day goes on, people will be reflecting on the tragic news. former health secretary matt hancock tried to bypass the education secretary to have schools closed in december 2020,

the daily telegraph has reported. in leaked whatsapp messages, mr hancock described sir gavin williamson battling "tooth and nail" to keep schools open, a policy he disagreed with. the messages also hightlight their frustration with teaching representatives, with mr hancock saying "what a bunch of absolute arses—the teaching unions are". geoff barton from the association of school and college leaders says it shows an appalling lack of respect. it is contemptible. because we have to remind _ it is contemptible. because we have to remind ourselves that this was an a-e to remind ourselves that this was an age of— to remind ourselves that this was an age of extraordinary anxiety. we hadn't _ age of extraordinary anxiety. we hadn't got — age of extraordinary anxiety. we hadn't got vaccines, etc and the government were looking to the teaching — government were looking to the teaching profession to welcome young people _ teaching profession to welcome young people back into school and there was a _ people back into school and there was a huge debate going on, a snarky debate _ was a huge debate going on, a snarky debate about whether face coverings should _ debate about whether face coverings should be _ debate about whether face coverings should be worn, and the people who brought— should be worn, and the people who brought the young people who brought them back— brought the young people who brought them back into school are being described — them back into school are being described in snide terms by the former— described in snide terms by the former education secretary. we can speak now to our chief politicial

correspondent, nick eardley. i believe there's been a statement from _ i believe there's been a statement from matt— i believe there's been a statement from matt hancock.— i believe there's been a statement from matt hancock. yes, 'ust in the last few minutes, he _ from matt hancock. yes, 'ust in the last few minutes, he has _ from matt hancock. yes, just in the last few minutes, he has broken i from matt hancock. yes, just in the! last few minutes, he has broken his silence in all of this and spoken about his interpretation of things. just going through it as we speak, he says he is hugely disappointed and sad at what he calls a massive betrayal and breach of trust by isabel 0akeshott. this is the journalist who helped him write his book and then provided these messages to the daily telegraph. he argues in this statement that there is absolutely no public interest case for the future breach because he has provided the materials to the public inquiry, where he thinks all of this should play out. he says, as we have seen, releasing them in this way via the telegraph, he is talking about, gives a partial, biased account to suit an anti—lockdown agenda. that is the argument matt hancock is making in his first on the record public comments in the

statement to the bbc. there is a lot to unpack today. there are pages and pages of these exchanges which are being published by the daily telegraph this morning and we knew there had been a big row in government about whether or not to lock down schools at the start of 2021. you will remember, because we talked about it so much at the time, that the government's position changed almost daily from school staying open to some schools will close, to a national lockdown with all schools closing. these messages really set out how bitter some of the exchanges were. gavin williamson being accused by a matt hancock's aids of freaking out and not being rational. matt hancock pledging to fight a rearguard action to make sure that schools were closed to prevent the spread of the virus. and i think we will see a lot more of this over the next few days. what it does, apart from making it clear how

bitter some of the rousing government were it sets out in a way that i've never actually seen, just exactly how some of these decisions were being discussed in government. reams and reams of messages between the prime minister, senior ministers and their senior aides, making these decisions. letting us know a bit more about how they were reached, and in some case, the huge controversy behind closed doors about some of the choices being made. . .. about some of the choices being made. ., ,, , ., about some of the choices being made. . ~' ,, xi protesters clashed with police in athens last night after staging a demonstration against the operator of the passenger train that crashed on tuesday. police fired tear gas at protesters, who [it fires in the streets. at least 43 people died when the passenger train collided with a freight train near the town of larissa. local police say a station master, in charge of signalling, has been charged with manslaughter. the duke and duchess of sussex have been asked to vacate frogmore cottage in windsor, the couple's spokesperson has confirmed.

they were reportedly told to leave the property by buckingham palace injanuary, days after harry published his memoir. our royal correspondent sarah campbell reports. since leaving the uk for a new life in the states, prince harry and his wife meghan have returned just a handful of times. and when they have done so, such as lastjune for thejubilee, they have stayed in frogmore cottage, the house gifted to them by the late queen. the five bedroom property is situated within the grounds of windsor castle. the duke and duchess spent more than £2 million on rent and refurbishments according to royal accounts. but their spokesperson has confirmed the sussexes have now been asked to vacate the property. once again, it has put royal relations back on the front pages, with the king reported to have sanctioned the move and prince andrew allegedly being lined up to move in once the sussexes are out. buckingham palace has offered no comment on what are considered private family matters. this all comes in the wake

of prince harry's memoir spare, the publicity campaign that accompanied it and the six part television series putting the couple's grievances with the royal family in front of a global audience. in just two months' time, harry's father prince charles will be crowned. it is still unclear whether harry, his youngest son, and meghan, will be there to witness it. sarah campbell, bbc news. the third and final report into the manchester arena bombing in 2017 will be published today. it comes after thejustice secretary announced plans to give more support to victims in the immediate aftermath of major disasters. the report will focus on the radicalisation of the bomber salman abedi, and whether the attack could have been prevented. the national express group which operates coaches has announced an annual profit of £48 million for its uk operation last year. after recording a loss the previous year, the firm says it has been helped by higher demand for its coaches at a time when rail services

in the country were disrupted by strikes. a french government minister is warning the country could be daffodils may be springing into life but there is some cold weather around and there is more on the way?

yes, some of us next week will see some snow. too much uncertainty where exactly that is going to be on the timing of it, but we could see some as far south as the south of england so it is one to watch. for some, patchy rain in places. this evening and overnight, clad in the east will drift further south and west, some clear skies, temperatures will fall away in some areas and here you can expect a local france but it is going to be a cold night regardless. —— a local frost. the family ofjoanna simpson, —— who was beaten to death

the family ofjoanna simpson, who was beaten to death by her estranged husband, robert brown, in 2010, spoke movingly at the launch of their campaign last night, to prevent his early release from prison. joanna's mother said the death was a life—changing tragedy. she was joined by carriejohnson, the wife of former prime minister borisjohnson, who is also calling on dominic raab to intervene over brown's release, as tim muffett reports. remembering joanna simpson. westminster chapel in london last night, where family, friends and campaigners gathered to honour her and to fight on her behalf. and to call for the man who killed her, her husband, robert brown, not to be released from prison later this year, halfway through his 26 yearjail term. we're campaigning now to protect ourselves and the public because with the sentence he has, robert brown will be automatically released in november. no application for parole, just out. robert brown was a british airways pilot. he'd driven to the home he'd previously shared with joanna in berkshire in october 2010. armed with a clawhammer, he hit his wife around the head at least 14 times.

joanna had tried to defend herself. their two children were in another room and heard the attack. brown then buried his wife's body in a makeshift grave he had dug some weeks earlier. he was cleared of murder but admitted manslaughter on the grounds of diminished responsibility. at his trial, jurors heard that brown had been consumed with anger throughout the marriage. the couple were in the middle of divorce proceedings. robert brown said he killed his wife during an argument about schools. if he does come out, god help us. the revenge he will feel, because he feels he was stitched up by us and... we're worried. we're very worried. the campaign to keep robert brown in prison is also backed by carriejohnson, whose speech last night was watched by her husband, the former prime minister, borisjohnson.

she was targeted in 2007 byjohn warboys, a taxi driver who was later convicted of rape and a series of sexual assaults. i remember hetti and diana describing themselves as feeling like sitting ducks, powerless to do anything. and i knew that feeling from my own experience when i found out that taxi cab rapist john warboys was due to be released much earlier than we thought, with no explanation as to why. i remember feeling really scared. we think that the justice secretary, dominic raab, should urgently review this case and use all his powers to do what he can to prevent the early release of robert brown. on sunday, dominic raab said he would be taking a close look at the case and also agreed to meet joanna's family. myjob is always to put victims first, so of course i'll meet with her and secondly, to protect the public. at the time of robert brown's sentencing, a prisoner in his situation could expect to serve half of their sentence before being released on licence. but since then, the rules have changed.

for serious offences, prisoners now have to serve two thirds of their sentence in custody. but that's still not long enough for many, including joanna's mother, diana. diana parkes says that if robert brown is released, she doesn't trust the probation service to keep an eye on him. do you trust the probation service? well, i'm not going to make general comments about the probation service because i take the view and i have worked, obviously, as home secretary on certain cases, but not of this nature. you know, the probation service is a very, very important and significant part of this. of course, we don't want him to be released from prison, full stop. 13 years after her death, the family and friends ofjoanna simpson are still fighting on her behalf and hoping that the man who killed her won't be released from prison this year. tim muffett, bbc news. we'rejoined now byjoanna's mother diana parkes and joanna's friend, hetti barkworth—nanton,

who became chair of the domestic abuse charity refuge afterjoanna's death. good morning to both of you and thank you so much for your time this morning. if i could ask you first, diana, it can never be easy this morning hearing the details of joanna's murder as you just did, and you talked about your fears at robert brown's released last night, can you tell us more about what your fears and concerns are?— can you tell us more about what your fears and concerns are? sadly robert brown is a very _

fears and concerns are? sadly robert brown is a very angry _ fears and concerns are? sadly robert brown is a very angry man, _ fears and concerns are? sadly robert brown is a very angry man, and - brown is a very angry man, and sitting in prison for 13 years, that will not change. he will come out, he will seek revenge, he doesn't blame anybody, himself, rather, he will blame, he will blame, sorry, excuse me. he will blame everybody but himself for what he did. he hated ourfamily, he told my daughter that he had hated herfor the whole time they had been married. so we are worried that he will come to find us and do something dreadful to us. $5 will come to find us and do something dreadful to us. as you know, something dreadful to us. as you know. diana. _ something dreadful to us. as you know, diana, this _ something dreadful to us. as you know, diana, this position, - something dreadful to us. as you know, diana, this position, as i something dreadful to us. as you know, diana, this position, as it| know, diana, this position, as it stands at the moment, is that he will be automatically released. what do you know about the process by which that might be handled differently?— which that might be handled differentl ? . ., ., differently? welcome at the moment, he can 'ust differently? welcome at the moment, he can just walk— differently? welcome at the moment, he can just walk straight _ differently? welcome at the moment, he can just walk straight out _ differently? welcome at the moment, he can just walk straight out of- he can just walk straight out of prison, but be on licence for 13 years. but as i have been saying for quite a few years now, who is quick to monitor him the 13 years he is unlicensed? i don't have the confidence that the probation

service can do this. justin russell himself has said that the public, he cannot guarantee the public can be protected, which is pretty damning. hetti, i know that you have said that you would like dominic raab to review this release, and use his powers, what can he do within the legal framework to alter this? 50. legal framework to alter this? so, last ear, legal framework to alter this? so, last year, dominic raab is the secretary— last year, dominic raab is the secretary of state forjustice was given _ secretary of state forjustice was given new — secretary of state forjustice was given new powers under the pliant —— crime _ given new powers under the pliant —— crime and _ given new powers under the pliant —— crime and policing act, something cold section 132 which enables the secretary — cold section 132 which enables the secretary of state to intervene where — secretary of state to intervene where somebody is due to be automatically released from a determinate sentence which is a sentence — determinate sentence which is a sentence that robert brown was given _ sentence that robert brown was given. where there is an specific concern — given. where there is an specific concern for— given. where there is an specific concern for specific offences that might— concern for specific offences that might occur where they to be released _ might occur where they to be released. those powers enable him to refer the _ released. those powers enable him to refer the case to the parole board, and you _

refer the case to the parole board, and you do— refer the case to the parole board, and you do so, stop the automatic release _ and you do so, stop the automatic release it's— and you do so, stop the automatic release. it's those powers we are looking _ release. it's those powers we are looking for— release. it's those powers we are looking for dominic raab to exercise in this— looking for dominic raab to exercise in this case — looking for dominic raab to exercise in this case and in doing so, very much _ in this case and in doing so, very much useless as a test case for future — much useless as a test case for future cases, particularly or use this as — future cases, particularly or use this as a — future cases, particularly or use this as a test case for future cases particularly — this as a test case for future cases particularly in domestic homicide moving _ particularly in domestic homicide moving forward. we particularly in domestic homicide moving forward.— particularly in domestic homicide moving forward. we are looking at the joanna's _ moving forward. we are looking at the joanna's casey _ moving forward. we are looking at the joanna's casey about - moving forward. we are looking at the joanna's casey about with - moving forward. we are looking at the joanna's casey about with your work with refuge, you will presumably come across all sorts of other cases where are family is very concerned about the imminent release of people involved in crimes like this. mi of people involved in crimes like this. �* ., ., this. all the time. one of the main reasons why _ this. all the time. one of the main reasons why i _ this. all the time. one of the main reasons why i do _ this. all the time. one of the main reasons why i do the _ this. all the time. one of the main reasons why i do the work - this. all the time. one of the main reasons why i do the work that - this. all the time. one of the main reasons why i do the work that i i this. all the time. one of the main| reasons why i do the work that i do in refuge _ reasons why i do the work that i do in refuge is — reasons why i do the work that i do in refuge is because learning from what i _ in refuge is because learning from what i have learned from what happened to joe, what i have learned from what happened tojoe, i'm so determined to do— happened tojoe, i'm so determined to do what— happened tojoe, i'm so determined to do what i— happened tojoe, i'm so determined to do what i can to ensure that lessons — to do what i can to ensure that lessons are learned and we protect and save _ lessons are learned and we protect and save as — lessons are learned and we protect and save as many lives as we possibly— and save as many lives as we possibly can. it's really important that we _

possibly can. it's really important that we drive this case forward, not 'ust that we drive this case forward, not just for— that we drive this case forward, not just for protecting the public from robert _ just for protecting the public from robert brown, but also critically to ensure _ robert brown, but also critically to ensure that it provides that test case _ ensure that it provides that test case so — ensure that it provides that test case so we protect more women and -irls case so we protect more women and girls from — case so we protect more women and girls from violent men.— girls from violent men. diana, i am assumina girls from violent men. diana, i am assuming that _ girls from violent men. diana, i am assuming that during _ girls from violent men. diana, i am assuming that during the _ girls from violent men. diana, i am assuming that during the course i girls from violent men. diana, i am assuming that during the course of| assuming that during the course of the campaign, which is very much front and centre now, you have been contacted by many other people who have been affected either in the past or ongoing in similar or situations which have some kind of parallel. i situations which have some kind of -arallel. .. situations which have some kind of -arallel. ~' ., ., , parallel. i think there are so many o-eole parallel. i think there are so many people who _ parallel. i think there are so many people who are — parallel. i think there are so many people who are not _ parallel. i think there are so many people who are not being - parallel. i think there are so many people who are not being a - parallel. i think there are so many people who are not being a after, | people who are not being a after, and have to worry about their loved ones being hurt by the perpetrators. because i have to say, the victims are always the victims, sadly, everything is for the perpetrator. we never get told where they are, we

can't have a photograph of them to know what they look like, but we can, all our personal items with him, not as learning from him, having anything from him. when we ask questions, we are told... i was. ask questions, we are told... i was 'ust aooin ask questions, we are told... i was just going to _ ask questions, we are told... i was just going to ask — ask questions, we are told... i was just going to ask both _ ask questions, we are told. .. i was just going to ask both of— ask questions, we are told... i was just going to ask both of you, - just going to ask both of you, obviously, in this case, you are talking aboutjoanna as a victim, and this is a really important moment in terms ofjustice for her, but your memories of hair will also be as a person, and loved family member and a beloved friend as well, how much do try to make sure that you keep those memories alive? i think ofjoanne every day, of course, and so to her children. so many memories, we have loads of things as hers, and she never leaves

us. i things as hers, and she never leaves us. ~' . . us. i think as her friend, we were soulmates. _ us. i think as her friend, we were soulmates, we _ us. i think as her friend, we were soulmates, we did _ us. i think as her friend, we were soulmates, we did so _ us. i think as her friend, we were soulmates, we did so much - us. i think as her friend, we were - soulmates, we did so much together. ithink— soulmates, we did so much together. i think for— soulmates, we did so much together. i think for me, she was really driven — i think for me, she was really driven. nothing would come matter how bad _ driven. nothing would come matter how bad things were, she would always— how bad things were, she would always dig deep and strive to continue _ always dig deep and strive to continue and strive to make the best of things _ continue and strive to make the best of things. and i think i have really taken _ of things. and i think i have really taken that— of things. and i think i have really taken that in my work as i move forward — taken that in my work as i move forward so — taken that in my work as i move forward so she is around all the time _ forward so she is around all the time she — forward so she is around all the time. she was lovely and sunny and smiley— time. she was lovely and sunny and smiley and — time. she was lovely and sunny and smiley and had a positive impact on everyone _ smiley and had a positive impact on everyone around her and that all we can do _ everyone around her and that all we can do. we — everyone around her and that all we can do. ~ . everyone around her and that all we can do. . . , , ., can do. we have 'ust been looking at beautiful can do. we have just been looking at beautiful pictures _ can do. we have just been looking at beautiful pictures of _ can do. we have just been looking at beautiful pictures of her _ can do. we have just been looking at beautiful pictures of her as _ can do. we have just been looking at beautiful pictures of her as well - can do. we have just been looking at beautiful pictures of her as well as i beautiful pictures of her as well as we have been speaking, thank you you both for talking to us this morning and we will follow this campaign with interest. breakfast is on bbc one until 9.15am, when morning live takes over. gethin and helen can tell us what they have planned. good morning.

coming up on morning live. with multiple price hikes in april set to increase our household bills by around £200 a month, consumer champ matt allwright shares his top tips on how you can haggle for a better deal. tv, broadband and mobile packages are all set to rise, _ putting even more pressure on our finances. _ one company tried to hike mine up by 33%, but with just one - call i cut that in half. i'll explain the lingo - you need to know to try and get a better deal. i will write it down, i get too embarrassed, i always to say, ok, whatever— embarrassed, i always to say, ok, whatever the price! plus it's the call you never want to make, dialling 999 if you or someone you love is having a heart attack. i actually thought it was curtains, you don't think it's _ going to happen to you. after presenterjames stewart watched his own dad have one at home, he opens up about the effect it had on his whole family and discovers how a 15 minute test can help save lives. plus, loneliness can have a huge

impact on anyone's health, but after one charity says it's seen a shocking rise in the number of children struggling, dr ranj explains how you can help reassure them. also today, our cleaning queen nancy birtwhistle shows us how scrubbing wooden chopping boards and spoons with coconut oil can help get rid of germs! the list of questions i have for nancy— the list of questions i have for nancy is— the list of questions i have for nancy is as long as my own —— and arm _ nancy is as long as my own -- and arm. ., . _, nancy is as long as my own -- and arm. ., ., , , nancy is as long as my own -- and arm. ., ., ,, , nancy is as long as my own -- and arm. ., ., , , arm. you are covered because she is arm. you are covered because she is a aenius! comedian matt richardson is flying in to tell us why concorde is his specialist subject! see you at 9:15. time now to get the news, travel and weather where you are. good morning from bbc london. i'm victoria hollins. schools across the capital and south—east will be affected by teachers strike action today.

the union, the neu, estimates around 200,000 members will be taking action in the dispute over pay. the majority of schools are expected to either restrict access to certain year groups or fully close. it's notjust about individual teachers pay, it's about safeguarding the whole profession. if something isn't done now, we will hit breaking point where we are not able to retain and clearly we can see with all the stats, we are not able to recruit the teachers who are leaving. the department for education has said it wanted formal talks on pay, conditions and reform ahead of the latest strike days but only if neu called them. councillors in croydon have rejected a 15% increase in council tax. protests were held against the proposal last night which would have seen bills rise next month by hundreds of pounds. across london, the average rise is 5% and thurrock

saw protest against plans for a 10% rise which has been approved. three in five children missed out on the top choice place in secondary school. lambeth had the lowest amount at 61.6% and the number of secondary schools fell slightly this year. families leading london due to different working patterns has played a part in the drop according to counsels. on the travel, if you're planning on using the tube, pretty good news, most lines running a good service, minor delays on the jubilee line and london over is part suspended between highbury and islington, and a signalfailure suspended between highbury and islington, and a signal failure at dalstonjunction is being fixed. a check on the weather now with elizabeth. it might now be the start of the meteorological spring, but things are set to turn colder as we head through the weekend

and into next week. today though, a little milder than it has been and there should be more in the way of sunshine and it should also stay dry and another chilly start today with a touch of frost out there and very close as we head to the end of the day, it could be really quite cloudy. top temperatures of nine or 10 celsius with a lighter or more easterly wind blowing. through this evening and overnight, we will probably see a lot more cloud around than last night, so temperatures not quite as low. low single figures into tomorrow morning and tomorrow we see a return to the rather cloudy conditions with the wind again turning more north—easterly and there could be a few spots of drizzle from the thickness of the cloud and once again it will feel quite cold with a few spots of drizzle from the thickness of the cloud and once again it will feel quite cold with a bit of added wind—chill but it will turn colder and some cold feeling air by sunday. that's it, we are backjust after 9.

hello, this is breakfast with charlie stayt and rachel burden. the country's biggest short story competition '500 words' is being re—launched here on bbc breakfast — and we're hoping all the children out there have lot of stories they want to tell us. jon's in birmingham this morning where the search forjudges is getting underway. morning, jon. explain what is going on. good mornin: , explain what is going on. good morning, everybody, - explain what is going on. good morning, everybody, and - explain what is going on. good morning, everybody, and somebody is very keen there, good morning from conway primary school from spark hill in birmingham.— conway primary school from spark hill in birmingham. good morning! don't they all _ hill in birmingham. good morning! don't they all look— hill in birmingham. good morning! don't they all look fantastic. - hill in birmingham. good morning! don't they all look fantastic. it - don't they all look fantastic. it is world book day so they've come dressed as their favourite characters and we have two twins both dressed as mary poppins. good morning to both of you, and they are

sitting next to alice in wonderland and willy wonka, all life is here. not only is it world book day, it's also the launch of 500 words. you have we got here?— also the launch of 500 words. you have we got here?_ i | have we got here? harry potter. i feel like i have we got here? harry potter. i feel like i am _ have we got here? harry potter. i feel like i am at _ have we got here? harry potter. i feel like i am at hog _ have we got here? harry potter. i feel like i am at hog warts. - have we got here? harry potter. i feel like i am at hog warts. we i have we got here? harry potter. i i feel like i am at hog warts. we have loads of harry potter. you are? i think you are from frozen. are you an or else? an hour. you have olaf on your lap. i an or else? an hour. you have olaf on your lap-— an or else? an hour. you have olaf on your lap. i am malcolm and i am the ceo of — on your lap. i am malcolm and i am the ceo of the _ on your lap. i am malcolm and i am the ceo of the create _ on your lap. i am malcolm and i am the ceo of the create partnership. l on your lap. i am malcolm and i am! the ceo of the create partnership. i am a _ the ceo of the create partnership. i am a demon headmaster this morning. i am a demon headmaster this morning. ithought— am a demon headmaster this morning. i thought we _ am a demon headmaster this morning. i thought we would be the twits, the two of _ i thought we would be the twits, the two of us _ i thought we would be the twits, the two of us together.— two of us together. it's lovely to be here and _ two of us together. it's lovely to be here and your _ two of us together. it's lovely to be here and your staff— two of us together. it's lovely to be here and your staff look- two of us together. it's lovely to - be here and your staff look amazing as well. round of applause for the teachers. why are you keen for your kids to get involved in 500 words? any opportunity to inspire children

to write _ any opportunity to inspire children to write and to learn to put over their— to write and to learn to put over their ideas— to write and to learn to put over their ideas and to communicate is so valuable _ their ideas and to communicate is so valuable and especially for primary school _ valuable and especially for primary school age children and 500 words has always been an inspiring way to -et has always been an inspiring way to get children to write. 30 has always been an inspiring way to get children to write.— get children to write. so they will be entering? _ get children to write. so they will be entering? absolutely. - get children to write. so they will be entering? absolutely. this - get children to write. so they will. be entering? absolutely. this young man has a smile on his face and he has a story because he was at the football match where grimsby one. yes, up the mariners. i haven't got my harry— yes, up the mariners. i haven't got my harry haddock with me. i left it in southampton. we my harry haddock with me. i left it in southampton.— my harry haddock with me. i left it in southampton. we need some tips about how the _ in southampton. we need some tips about how the competition - in southampton. we need some tips about how the competition works i in southampton. we need some tips| about how the competition works and what you need to know to enter and we also need 4000 judges from around the country who will mark and look through all of your stories and i've been to a school on merseyside to talk to the kids there with a very specialjudge guessed. if you just sit down and start, the magic happens. so i decided to write a story called belle's adventure. ideas like other ideas.

i got one of the chocolate eggs and i threw them out the window. so if you just sit down and start writing, i promise you ideas will come. there is a character named brussel the russel. every time the song mr postman came on, he would have to write a letter. on my first day at school, do you know what i did? i kicked a nun. ok, so what i want to think about... as stories go, it's quite an opening. but that's hardly surprising. exterminate. exterminate! you made a mate... because today's supply teacher is top children's author and 500 words judge, frank cottrell—boyce. and everyone was going, lorraine, lorraine, her name is lorraine and all of these faces were looking up at me. he's come to st elizabeth's to give a story writing masterclass. everyone's got a story. everyone can tell a story. we just talked today about what important days are in life and everyone had

a different story. any genre that you want or as personal as you want, anything at all as long as it's got you in it. he tells the kids to let their imaginations run wild for 500 words. witches, wizards, anything. i'm thinking of making like a story about an astronaut who, like, really likes spaceships, because when he was younger he got to ride one for the first time. we are live at hampton court for the 500 words final. - it was the brainchild of chris evans, and more than1 million stories were submitted in the first decade of the competition. she is the 500 words fairy godmother who brings a certain sparkle _ to the competition and gets us in great places like _ this, to be honest. as duchess of cornwall, camilla was an honoraryjudge on 500 words, and now as queen consort, she is supporting the competition

again as it returns to the bbc. it is joyous it is about to be relaunched. you have this wonderful moment when you took them to the venue, the surprise venue for the finals, and the pride in these children's faces and families was tremendous. the gold—winning story. snow blood window frame by eve molloy. i could not believe it. i thought they were joking. i was like, oh, my god. me? four years on, eve tells me she still in shock. her fairy tale won hundreds of books for herself and for her school, but there was an even greater prize. my confidence, itjust went through the roof. being in 500 words was the best thing that i've ever done. eve went to a very small primary

school, in a village in lancashire, not a big posh school, not a rich school. in fact, when they won the books it was the first new books that had in a library for a long time, so it's not about where you go or about what school you go to, it's about you, you, the child, it's about, do you have it in you to have a really good story? i will call her snow blood window frame, or snowy for short. my grades, even now, they are not the best, | but i did it, and i won. somebody who is not amazing, amazing at every single - thing i put my mind to, - because i do have challenges that i face in school, i won it _ i won something. before any stories are written, 4,000 volunteerjudges have to be recruited. teachers, teaching assistants

and librarians like sarah who did it last time, and who's signing up again. the last three years, four years have been really challenging for children. we know that children's mental health has been affected, their well—being has suffered, so i think this will be an opportunity to really see whether when those 500 words stories come in, will children be expressing their feelings about the last three years? i felt happy and i smelt cookies, but i was sad that my elf left. a little cute teddy bear. have you missed this competition in the last years? i've missed it so much. really? because the judging was the social highlight of my year. it was. it's humbling, you know, i can think of stories that ijudged maybe ten years ago that i still remember and think, god, i hope that kid has forgotten it,

because i would like to use that story. but at the end, he says you shouldn'tjudge people by what they like and stuff. you've got loads of ideas already. you shouldn't share this, people will copy what you are doing. this time the competition is just for primary schoolchildren, and stories don't have to be submitted until the autumn, with the winners announced on world book day next march. words can be magic, you know, if you choose the right words you can make people laugh, you can make people cry, you can start a fight, you can finish a fight, you can make people think, if you just choose the right word. thank you so much. applause cheering 500 words is back, and you were kind of too young, you lot, when it was around on the bbc last time. who likes the sound of it? me! who is

aooin to likes the sound of it? me! who is going to write a story and enter? me!. ., . ., ., going to write a story and enter? me!. ., ., ., me!. you are too old. look who's here everybody- _ me!. you are too old. look who's here everybody. it's not - me!. you are too old. look who's here everybody. it's not fair. - me!. you are too old. look who's here everybody. it's not fair. we| here everybody. it's not fair. we have two fantastic _ here everybody. it's not fair. we have two fantastic top _ here everybody. it's not fair. we| have two fantastic top bestselling children's author is weather. benjamin zephaniah, thanks for coming in, and charlie hickson. it’s coming in, and charlie hickson. it's lovel to coming in, and charlie hickson. it's lovely to be here and see all the costumes, benjamin. i lovely to be here and see all the costumes, benjamin.— lovely to be here and see all the costumes, benjamin. costumes, ben'amin. i love the way the dress costumes, benjamin. i love the way they dress up and _ costumes, benjamin. i love the way they dress up and i _ costumes, benjamin. i love the way they dress up and i feel _ costumes, benjamin. i love the way they dress up and i feel so - they dress up and i feel so underdressed. i should they dress up and i feel so underdressed. ishould have underdressed. i should have tried harder, but it's really good and inspiring. harder, but it's really good and ins-airin. ., , ., ., inspiring. you grew up around here. i crew u- inspiring. you grew up around here. i grew up on — inspiring. you grew up around here. i grew up on the _ inspiring. you grew up around here. i grew up on the other _ inspiring. you grew up around here. i grew up on the other side - inspiring. you grew up around here. i grew up on the other side of - i grew up on the other side of birmingham is a small kid but as a teenager i grew right round here. my mother lives just round the corner. for the kids here this morning, they put their hands up and they are interested in being part of 500 words, what would you say to them? don't be scared, just use your imagination and if you can think of the wildest, craziest thing, that is

fine but also come across children who are a bit nervous because they said, i don't want to do dragons and things like that, and say you can write about things that are serious as well. if you've got a problem or you are being bullied or you want to say something about the environment, you can write a story about that too. when you are a writer you have so much subject matter. the world as your subject. so i would say, free your subject. so i would say, free your imagination and let your creativity go. your imagination and let your creativity go— creativity go. are you feeling creative? — creativity go. are you feeling creative? if _ creativity go. are you feeling creative? if you _ creativity go. are you feeling creative? if you listen - creativity go. are you feeling i creative? if you listen carefully, you can hear the brains wearing and wearing. charlie, you are a judge last time and will be a judge this time. last time and will be a 'udge this time. . . . last time and will be a 'udge this time. , ., , ., time. yes, i was 'udging for ten ears time. yes, i was 'udging for ten years and h time. yes, i was 'udging for ten years and its — time. yes, i wasjudging for ten years and it's great _ time. yes, i wasjudging for ten years and it's great to _ time. yes, i wasjudging for ten years and it's great to be - time. yes, i wasjudging for ten years and it's great to be back i years and it's great to be back doing — years and it's great to be back doing it — years and it's great to be back doing it and i so look forward to the moment where you get the 50 stories— the moment where you get the 50 stories delivered to you and you read _ stories delivered to you and you read them — stories delivered to you and you read them and then we all get together— read them and then we all get together asjudges and read them and then we all get together as judges and read read them and then we all get together asjudges and read them out together asjudges and read them out to each— together asjudges and read them out to each other and it's fascinating

seeing _ to each other and it's fascinating seeing what kids are interested in what _ seeing what kids are interested in what they— seeing what kids are interested in what they want to write about and as benjamin _ what they want to write about and as benjamin says, it can be absolutely anything _ benjamin says, it can be absolutely anything and could be about their everyday — anything and could be about their everyday life and their total fantasy _ everyday life and their total fantasy and through those stories it's a _ fantasy and through those stories it's a great— fantasy and through those stories it's a great way of seeing what kids are interested in what's going on in their minds— are interested in what's going on in their minds and what's really important is this is not a thing for school _ important is this is not a thing for school you — important is this is not a thing for school. you haven't got to do it in the right — school. you haven't got to do it in the right way you have been taught, you just _ the right way you have been taught, you just have fun with it. there are no rules— you just have fun with it. there are no rules and — you just have fun with it. there are no rules and what we really want is to see _ no rules and what we really want is to see inside the kids minds and get their personality through the stories _ their personality through the stories. ., , �*, ., stories. that sounds good, it's not bein: stories. that sounds good, it's not being marked _ stories. that sounds good, it's not being marked like _ stories. that sounds good, it's not being marked like school- stories. that sounds good, it's not i being marked like school work would be. you are notjudging them on their spelling or punctuation. ida. their spelling or punctuation. no, and the fact _ their spelling or punctuation. no, and the fact of— their spelling or punctuation. no, and the fact of the matter is, most of us _ and the fact of the matter is, most of us professional writers, our spelling — of us professional writers, our spelling is _ of us professional writers, our spelling is not very good in our punctuation and grammar but the important — punctuation and grammar but the important thing is to tell a great story _ important thing is to tell a great sto . ., _

important thing is to tell a great sto . ., :: story. you say you get your 50 entries at — story. you say you get your 50 entries at the _ story. you say you get your 50 entries at the end, but - story. you say you get your 50 entries at the end, but before| story. you say you get your 50 i entries at the end, but before we get those, we need thousands of volunteerjudges to go through the hundreds of thousands of potential entries. what do you say to a teacher or teaching assistant or librarian watching who might think, have i got time to get involved in this and go through 20 stories? probably a lot more. the thing is that they— probably a lot more. the thing is that they are 500 words, so they are short— that they are 500 words, so they are short and _ that they are 500 words, so they are short and succinct and that is a good _ short and succinct and that is a good length for kids because they haven't_ good length for kids because they haven't got to expand it out and they— haven't got to expand it out and they can — haven't got to expand it out and they canjust tell this haven't got to expand it out and they can just tell this little story and i_ they can just tell this little story and i rememberthe first they can just tell this little story and i remember the first year i did iti and i remember the first year i did it i thought— and i remember the first year i did it i thought it would be hard work, but no. _ it i thought it would be hard work, but no, they are fantastic and i think— but no, they are fantastic and i think anyone judging it is going to have huge — think anyone judging it is going to have huge fun seeing the stories the kids are _ have huge fun seeing the stories the kids are telling. one have huge fun seeing the stories the kids are telling.— kids are telling. one of the great thins kids are telling. one of the great things about _ kids are telling. one of the great things about reading _ kids are telling. one of the great things about reading his - kids are telling. one of the great things about reading his once i kids are telling. one of the great| things about reading his once you get into a good story, time doesn't matter. it's surprising how quickly you will read it when you are

enjoying it. reading is not hard work, really. it’s enjoying it. reading is not hard work. really-— enjoying it. reading is not hard work, reall . v �* work, really. it's fun. and writing, ho -efull work, really. it's fun. and writing, hopefully is _ work, really. it's fun. and writing, hopefully is not — work, really. it's fun. and writing, hopefully is not too _ work, really. it's fun. and writing, hopefully is not too difficult. i work, really. it's fun. and writing, hopefully is not too difficult. the i hopefully is not too difficult. the guys were thinking, do i have to write 500 words immediately, but you don't have to submit anything until after the summer holidays. you have ages yet and you start thinking about ideas. alice in wonderland, i was talking to you earlier and you said you like writing stories. what do you like about it? ioilnfhyztt said you like writing stories. what do you like about it?— do you like about it? what i like about it is... _ do you like about it? what i like about it is... what _ do you like about it? what i like about it is... what is _ do you like about it? what i like about it is... what is your - about it is... what is your favourite _ about it is... what is your favourite kind _ about it is. .. what is your favourite kind of- about it is... what is your favourite kind of story? i about it is... what is your - favourite kind of story? cinderella. cinderella- — favourite kind of story? cinderella. cinderella. why _ favourite kind of story? cinderella. cinderella. why didn't _ favourite kind of story? cinderella. cinderella. why didn't you, - favourite kind of story? cinderella. cinderella. why didn't you, as i cinderella. why didn't you, as cinderella?— cinderella. why didn't you, as cinderella? �* , . ., cinderella? because it was world book da . cinderella? because it was world ltook day- yes. _ cinderella? because it was world book day. yes, and _ cinderella? because it was world book day. yes, and alice - cinderella? because it was world book day. yes, and alice in i book day. yes, and alice in wonderland _ book day. yes, and alice in wonderland is a _ book day. yes, and alice in wonderland is a classic i book day. yes, and alice in i wonderland is a classic book. and you are sitting next to two mary poppins and we have every house from hog warts from harry potter and you can tell from the smiles on their faces and how engaged they are with the books they love how important stories are. you look brilliant. are

you a pirate? he stories are. you look brilliant. are you a pirate?— stories are. you look brilliant. are you a pirate?_ do i stories are. you look brilliant. are i you a pirate?_ do you you a pirate? he is the boss. do you like stories? — you a pirate? he is the boss. do you like stories? be _ you a pirate? he is the boss. do you like stories? be careful _ you a pirate? he is the boss. do you like stories? be careful with - you a pirate? he is the boss. do you like stories? be careful with that i like stories? be careful with that knife. swashbuckler, ya? be careful, we don't want to cut our sofa with your knife. we don't want to cut our sofa with your knife-— your knife. no, it's 'ust plastic. oh, it's plastic. i your knife. no, it'sjust plastic. oh, it's plastic. that's - your knife. no, it'sjust plastic. oh, it's plastic. that's good. it| your knife. no, it'sjust plastic. i oh, it's plastic. that's good. it is a celebration of this, of kids and our cultural storytelling heritage. yes, and it is fantastic, looking at all of— yes, and it is fantastic, looking at all of these — yes, and it is fantastic, looking at all of these costumes, to know that all of these costumes, to know that all of— all of these costumes, to know that all of these — all of these costumes, to know that all of these characters have started in a book — all of these characters have started in a book. the younger kids may only know— in a book. the younger kids may only know them _ in a book. the younger kids may only know them from seeing them on tv or something _ know them from seeing them on tv or something but without those books and stories being written, none of these _ and stories being written, none of these characters would exist, and we have such _ these characters would exist, and we have such a _ these characters would exist, and we have such a great tradition of storytelling and books for kids in

this country and with these kids writing — this country and with these kids writing stories for this competition we have _ writing stories for this competition we have a — writing stories for this competition we have a great future as well. yes, the teachers — we have a great future as well. yes, the teachers look _ we have a great future as well. yes, the teachers look brilliant. - we have a great future as well. yes, the teachers look brilliant. they i the teachers look brilliant. they look scary- _ the teachers look brilliant. they look scary- no. _ the teachers look brilliant. they look scary. no, they _ the teachers look brilliant. they look scary. no, they look - the teachers look brilliant. tue: look scary. no, they look brilliant. it's really great to see people getting in the spirit of it as well. books are for everybody and stories are for everybody. ioiiofha books are for everybody and stories are for everybody.— are for everybody. who thinks the teachers look _ are for everybody. who thinks the teachers look really _ are for everybody. who thinks the teachers look really scary - are for everybody. who thinks the teachers look really scary today? | teachers look really scary today? who thinks the skeet —— the teachers look scary every day? 0k. who thinks the skeet —— the teachers look scary every day? ok. if you're watching this morning and you want to get involved, as a judge, you can do so like this. go on to the bbc website today, it has gone live. you can apply to be a judge if you're a teacher, teaching assistant or librarian, currently working, in training or retired, and then we will get back in touch with you and then the kids will enter the stories in the autumn. you have weeks in the autumn and the final winners will be announced a year today on world book

day next year. surely come back and do something again in the next 12 months and get those stories written in the meantime? thank you so much. conway primary. thank you so much. from here, back to you. thank you to all of the youngsters. and a question for you which the nation has been asking this morning, what have you come dressed as this morning?— have you come dressed as this mornin ? . . . .., ,, morning? what have i come dressed as? ma be morning? what have i come dressed as? maybe one _ morning? what have i come dressed as? maybe one of _ morning? what have i come dressed as? maybe one of the _ morning? what have i come dressed as? maybe one of the twits, - morning? what have i come dressed as? maybe one of the twits, may i morning? what have i come dressed as? maybe one of the twits, may be | as? maybe one of the twits, may be the bfg. what do i look like? don't answer that. the bfg. what do i look like? don't answer that-— answer that. you look like a tv presenter- _ answer that. you look like a tv presenter- i— answer that. you look like a tv presenter. i have _ answer that. you look like a tv presenter. i have come - answer that. you look like a tv presenter. i have come as - answer that. you look like a tv presenter. i have come as a . answer that. you look like a tv - presenter. i have come as a slightly tubb , presenter. i have come as a slightly tubby, middle-aged _ presenter. i have come as a slightly tubby, middle-aged tv _ presenter. i have come as a slightly tubby, middle-aged tv presenter. l tubby, middle—aged tv presenter. sounds like a great book. 500 words on that please, john. definitely missed a twit with that period. goodness knows what he stores in it.

from writing to reading. today is world book day — a chance to celebrate reading and to get dressed up as a book character. this morning, we've been asking you to send in your photos — let's take a look. simon has sent us this picture of his nieces ella and holly in farnham. they've dressed as thing i and thing 2 from the cat in the hat by dr. seuss. brilliant hair. frances and charlotte aged seven and nine from chesterfield have gone to school this morning — as miss trunchbull and et — both from books that got made into films. how's this for a home—made costume? a triffid costume from the day of the triffids. great book. and now to neverland....

where faith has gone as tinkerbell, and dottie as peter pan. and alfie from north lincolnshire is george from space band by tom fletcher. my my little boy has gone as bruce bog trotter, and a hot tip, all it is involving is him taking chocolate cake into school.— involving is him taking chocolate cake into school. that is a winning formula. let's _ cake into school. that is a winning formula. let's talk _ cake into school. that is a winning formula. let's talk about - cake into school. that is a winning formula. let's talk about a - formula. let's talk about a different — formula. let's talk about a different kind _ formula. let's talk about a different kind of _ formula. let's talk about a different kind of picture, l formula. let's talk about a different kind of picture, a l formula. let's talk about a - different kind of picture, a picture of the season, we are told. 0h, we don't have it yet. is it to come? no, it has to bejudged will stop no, it has to be judged will stop another— no, it has to be judged will stop another competition to judge. it no, it has to be judged will stop another competition tojudge. it is the pick— another competition tojudge. it is the pick of— another competition tojudge. it is the pick of the season and we are looking _ the pick of the season and we are looking at— the pick of the season and we are looking at winton now and there are ten stunning finalists to choose from _ ten stunning finalists to choose from and — ten stunning finalists to choose from and it was really hard narrowing it down to just ten but if you want _ narrowing it down to just ten but if you want to — narrowing it down to just ten but if you want to vote for your favourite, what _ you want to vote for your favourite, what you _ you want to vote for your favourite, what you need to do is go on to the website, _ what you need to do is go on to the website, scroll to the bottom of the page. _ website, scroll to the bottom of the page. click — website, scroll to the bottom of the

page, click on pic of the season and choose _ page, click on pic of the season and choose your— page, click on pic of the season and choose your favourite one. the terms and choose your favourite one. the terms ahd privacy— choose your favourite one. the terms and privacy notice is also available on this— and privacy notice is also available on this link— and privacy notice is also available on this link and voting is now open and it— on this link and voting is now open and it will— on this link and voting is now open and it will remain so until next wednesday, march the 8th at 11:59pm, and we _ wednesday, march the 8th at 11:59pm, and we will_ wednesday, march the 8th at 11:59pm, and we will reveal the winner after that _ and we will reveal the winner after that this— and we will reveal the winner after that this is— and we will reveal the winner after that. this is another of the weather watchers _ that. this is another of the weather watchers pictures taken this morning. _ watchers pictures taken this morning, beautiful one showing the frost in— morning, beautiful one showing the frost in kent, and we really do enjoy— frost in kent, and we really do enjoy getting your pictures and they help us— enjoy getting your pictures and they help us tell the weather story, so thanks— help us tell the weather story, so thanks for— help us tell the weather story, so thanks for sending them in on such a regular— thanks for sending them in on such a regular basis. this morning we have a lot of— regular basis. this morning we have a lot of cloud across eastern areas producing — a lot of cloud across eastern areas producing a — a lot of cloud across eastern areas producing a fair few showers and it's the _ producing a fair few showers and it's the same across northern ireland, — it's the same across northern ireland, fairly cloudy with showers but what _ ireland, fairly cloudy with showers but what you find through the day is that the _ but what you find through the day is that the cloud will start to raise across — that the cloud will start to raise across england and wales and there will be _ across england and wales and there will be sunshine and sunshine across the north— will be sunshine and sunshine across the north of scotland and it will not feel— the north of scotland and it will not feel as cold today down the north— not feel as cold today down the north sea coastline as there is less of a breeze — north sea coastline as there is less of a breeze but a brisk breeze across— of a breeze but a brisk breeze across the _ of a breeze but a brisk breeze across the south—east and english channel— across the south—east and english channel and these are the

temperatures, between seven and 10 degrees _ temperatures, between seven and 10 degrees. into the evening, more cloud _ degrees. into the evening, more cloud comes in from the east and the overnight— cloud comes in from the east and the overnight period will see it move further— overnight period will see it move further south and west, not reaching south-west — further south and west, not reaching south—west england or wales but it will be _ south—west england or wales but it will be across northern ireland, northern— will be across northern ireland, northern england and southern scotland — northern england and southern scotland and clear skies across the far north _ scotland and clear skies across the far north of — scotland and clear skies across the far north of scotland and it's where we have _ far north of scotland and it's where we have the clearest skies that we see the _ we have the clearest skies that we see the blue in the chart where we will have _ see the blue in the chart where we will have temperatures below freezing so there will be some frost~ — freezing so there will be some frost. tomorrow all of the cloud continues— frost. tomorrow all of the cloud continues the journey moving south and west. _ continues the journey moving south and west, so it will brighten up in eastern _ and west, so it will brighten up in eastern areas and some sunshine across— eastern areas and some sunshine across scotland under times northern ireland _ across scotland under times northern ireland lrut— across scotland under times northern ireland but we do have a weak weather — ireland but we do have a weak weather front coming in across the far north _ weather front coming in across the far north of— weather front coming in across the far north of scotland with spots of rain and _ far north of scotland with spots of rain and the temperatures tomorrow between _ rain and the temperatures tomorrow between and 9 degrees. rachel and charlie. _ between and 9 degrees. rachel and charlie. it's— between and 9 degrees. rachel and charlie, it's going to get colder this weekend and into next week. we have been warned. thank you very much. a man who didn't learn to read and write until he was 18 is set to become a professor at one

of the uk's top universities. jason arday was diagnosed with autism in his early years, and was unable to speak until he was 11. but now the 37—year—old is about to take up a research position at the university of cambridge. celestina 0lulode went to meet him. i always felt it was a privilege to have a period of 11 years where maybe i couldn't speak and i couldn't converse like everyone else could, because it allowed me to see things in a different way. professorjason arday was diagnosed with autism spectrum disorder at the age of three. he couldn't speak until he was 11, and read or write until he was 18. throughout his early years, his parents continued to believe in him. at 18, my mum had got to a point where there was only so much she could do and she was brilliant, even though she had this belief that he will do something ok, but she just decided i need someone else to believe in him as much as i believe in him. therapists predicted he would need full—time assistance throughout his life. how wrong they were. you 0k?

it was this man, college tutor sandro sandi, who helped jason read and write at 18. i am just so happy for him. you know? i am speechless, to be honest. but i never doubted for a moment that he would achieve what he has. sandro spent hours of his free time teaching jason. there is one thing you said to me which i neverforgot, it was when i was 22, and i said i was thinking about doing a phd, and you said to me, you know, it would be the greatest story in the world if the kid who didn't know how to read or write managed to get a phd, and you said, i think, you can take on the world and you can win. and i neverforgot that. and now jason is days away from achieving another ambition. so good to see you. here is his new boss at cambridge. we do have a lot of work to do, but i feel really optimistic. - part of his research will look

at new ways to make higher education more accessible for everyone. what can we do to ensure that this is not a marked appointment in five years' time, and how can this become the norm? we've listened to the voices of our black scholars - and our black students, - and some of it has not been easy to hear, to be honest. but we are able to face up to some of the structural. issues that people face. there will be those who think it is a tokenistic appointment. what are your thoughts on this? the board of electors on your. interview, they were unanimous. we are so lucky to have you. you are the best in the world in. terms of the research that you do. an extraordinaryjourney, but forjason, this is not an end, it's a beginning. the reaction has been amazing. i'm truly grateful for everyone for their kind sentiment and kind words. we've got a lot of work to do. celestina 0lulode, bbc news.

saturday the 13th may — it's a date that's already in many people's diaries as they gear up for this year's eurovision and now, in the last hour, fans have heard how they can get to see the contest. you cannot buy them yet. tickets will be on sale from midday tuesday 7th march, and if you can't get to the final, then don't worry as there's nine shows to enjoy. this is an extravaganza, and to people excited about the news are these two. bbc news eurovision reporter daniel rosney and superfan will o'regan. good morning, will. daniel, we will come to you first. give us what details you can about how people can get their hands on the tickets? you

'oin me in get their hands on the tickets? you join me in the _ get their hands on the tickets? gm. join me in the eurovision pod cast studio and we put out an episode explaining this but the top line is tuesday the 7th of march, midday, tickets on sale. there are nine shows you can buy tickets for, the three televised shows, the two semifinals and the live grand final but also six preview shows and they are essentially rehearsals and they double up for the production and acts to perform but when you are in the arena you get to see the entire show and prices range from £30 to £380 depending on the event you book. ., �* , ., £380 depending on the event you book. . �* , . ., £380 depending on the event you book. . �*, ., ., ., , ., , £380 depending on the event you book. ., ., , ., book. that's a lot of shows you can potentially — book. that's a lot of shows you can potentially get _ book. that's a lot of shows you can potentially get to. _ book. that's a lot of shows you can potentially get to. the _ potentially get to. the really committed fans might want to get to every one of those. is that even possible? {lin every one of those. is that even ossible? , ., , every one of those. is that even ossible? , ._ ., every one of those. is that even ossible? , , ., ._ every one of those. is that even ossible? , ._ ., ._ , ., possible? on tuesday at midday you will be able to _ possible? on tuesday at midday you will be able to buy _ possible? on tuesday at midday you will be able to buy tickets _ possible? on tuesday at midday you will be able to buy tickets on - will be able to buy tickets on ticketmaster but you can only buy for one show each time, so if you are that person that wants to go to multiple events, you have to keep trying. in eurovision word this is like trying to get glastonbury

tickets. ,, ., like trying to get glastonbury tickets. , ., �* like trying to get glastonbury tickets. �* ., ., , tickets. so, well, you've already checked out _ tickets. so, well, you've already checked out how— tickets. so, well, you've already checked out how this _ tickets. so, well, you've already checked out how this works. - tickets. so, well, you've alreadyj checked out how this works. are tickets. so, well, you've already - checked out how this works. are you already targeting a particular performance? l already targeting a particular performance?— already targeting a particular performance? already targeting a particular erformance? ., ., ., ., ., performance? i would love to go to the 'u performance? i would love to go to the jury final. _ performance? i would love to go to the jury final, the _ performance? i would love to go to the jury final, the show _ performance? i would love to go to the jury final, the show that - performance? i would love to go to the jury final, the show that goes l the jury final, the show that goes out on _ the jury final, the show that goes out on the — the jury final, the show that goes out on the friday night. it doesn't heir lrut— out on the friday night. it doesn't heir but it — out on the friday night. it doesn't heir but it is — out on the friday night. it doesn't heir but it is the entire show that will be _ heir but it is the entire show that will be shown on saturday night, all done from — will be shown on saturday night, all done from start to finish but without— done from start to finish but without the winner, and for me, that would _ without the winner, and for me, that would be _ without the winner, and for me, that would be the one i would like to see because _ would be the one i would like to see because you get to see everything but because the demand is so high, getting _ but because the demand is so high, getting a _ but because the demand is so high, getting a ticket for the grand final would _ getting a ticket for the grand final would be — getting a ticket for the grand final would be so difficult. that is what i'm going — would be so difficult. that is what i'm going for, but nobody else should — i'm going for, but nobody else should. �* ., , ., ., i'm going for, but nobody else should. �* ., , ., . . i'm going for, but nobody else should. �* ., ., ., ., i'm going for, but nobody else should. �* ., , ., ., ., ., ., should. and do you have a whole team of --eole should. and do you have a whole team of peeple ready _ should. and do you have a whole team of people ready with _ should. and do you have a whole team of people ready with their _ should. and do you have a whole team of people ready with their laptops? - of people ready with their laptops? as the news is fresh this morning, i will have _ as the news is fresh this morning, i will have to — as the news is fresh this morning, i will have to start getting people together and they will have to get the browser is open on ticketmaster and be _ the browser is open on ticketmaster and be ready at midday and poised to -et and be ready at midday and poised to get into— and be ready at midday and poised to get into the _ and be ready at midday and poised to get into the queue. as and be ready at midday and poised to get into the queue.— get into the queue. as daniel was earplaining. _ get into the queue. as daniel was explaining, there _ get into the queue. as daniel was explaining, there are _ get into the queue. as daniel was explaining, there are other - get into the queue. as daniel was explaining, there are other shows you can see, some of the rehearsal shows and i can imagine that if you are a big eurovision fan, that could

be quite fun and you could see things differently, maybe not as polished as later on. in things differently, maybe not as polished as later on.— polished as later on. in those shows, generally _ polished as later on. in those shows, generally the - polished as later on. in those shows, generally the singers| polished as later on. in those - shows, generally the singers hold back a _ shows, generally the singers hold back a little so they don't always - ive back a little so they don't always give 100%, but they are going through— give 100%, but they are going through the motions because a rehearsal— through the motions because a rehearsal is a rehearsal and they need _ rehearsal is a rehearsal and they need all— rehearsal is a rehearsal and they need all the rehearsal they can get, to have _ need all the rehearsal they can get, to have it— need all the rehearsal they can get, to have it ready and write for the live programme. for to have it ready and write for the live programme.— live programme. for those uninitiated, _ live programme. for those uninitiated, this _ live programme. for those - uninitiated, this has happened before. you've been able to buy the tickets of the pre—shows before and you honestly don that. l tickets of the pre-shows before and you honestly don that.— you honestly don that. i have and i've been there _ you honestly don that. i have and i've been there before _ you honestly don that. i have and i've been there before and - you honestly don that. i have and i've been there before and i've i you honestly don that. i have and i i've been there before and i've seen the shows— i've been there before and i've seen the shows go out, and i've seen them io the shows go out, and i've seen them go through— the shows go out, and i've seen them go through from start to finish but they have — go through from start to finish but they have not gone to air. i have seen _ they have not gone to air. i have seen thenr _ they have not gone to air. i have seen them. it is part of eurovision where _ seen them. it is part of eurovision where they— seen them. it is part of eurovision where they want you to be able, especially — where they want you to be able, especially those who love it so much, — especially those who love it so much, to — especially those who love it so much, to be able to get involved and see it _ much, to be able to get involved and see it as— much, to be able to get involved and see it as it _ much, to be able to get involved and see it as it was. sam ryder, for ekanrple. — see it as it was. sam ryder, for example, his performance changed from the _ example, his performance changed from the first to the end for the one we — from the first to the end for the one we saw on saturday night, tweaked — one we saw on saturday night, tweaked and enhanced and made better

'ust tweaked and enhanced and made better just try— tweaked and enhanced and made better just by going through rehearsal. but those just by going through rehearsal. elf those preview shows are quite important because it's an opportunity for the performers to connect with the audiences and create a buzz and that can influence the outcome of the final night. it the outcome of the final night. it completely can because they can change _ completely can because they can change the stage setup depending on the reaction to the rehearsal when they have — the reaction to the rehearsal when they have an audience and the crowd and saying _ they have an audience and the crowd and saying by the end of the week it can be _ and saying by the end of the week it can be completely different on stage — can be completely different on stage. but it goes to show, this is the first— stage. but it goes to show, this is the first time in 25 years that the song _ the first time in 25 years that the song contest will be in the uk and it's completely changed since birmingham in 1998. it is this whole week long extravaganza which it wasn't _ week long extravaganza which it wasn't then and there will be events outside _ wasn't then and there will be events outside of— wasn't then and there will be events outside of the arena if you're not able _ outside of the arena if you're not able to— outside of the arena if you're not able to get— outside of the arena if you're not able to get a ticket.— able to get a ticket. liverpool council announced _ able to get a ticket. liverpool council announced a - able to get a ticket. liverpool council announced a cultural. council announced a cultural festival that will begin in early may. that will really make eurovision be at the heart of liverpool and also to showcase ukrainian culture because let's remember we are hosting it on behalf of ukraine. , ., , , i. .,

of ukraine. presumably, if you are outside of the _ of ukraine. presumably, if you are outside of the uk, _ of ukraine. presumably, if you are outside of the uk, you _ of ukraine. presumably, if you are outside of the uk, you can - of ukraine. presumably, if you are outside of the uk, you can also i outside of the uk, you can also apply in the same way. i've had messages from people in ireland asking me about this, so what's the story? asking me about this, so what's the sto ? ., . . asking me about this, so what's the sto ? ., , , , asking me about this, so what's the sto? .,, _ asking me about this, so what's the sto? ., , _ ,, story? you can still buy tickets but it ticketmaster, _ story? you can still buy tickets but it ticketmaster, but _ story? you can still buy tickets but it ticketmaster, but the _ story? you can still buy tickets but it ticketmaster, but the uk - story? you can still buy tickets but i it ticketmaster, but the uk website, no matter where you are. by. it ticketmaster, but the uk website, no matter where you are. a, lot it ticketmaster, but the uk website, no matter where you are.— no matter where you are. a lot of --eole no matter where you are. a lot of peeple will _ no matter where you are. a lot of peeple will be _ no matter where you are. a lot of people will be very _ no matter where you are. a lot of people will be very excited i no matter where you are. a lot of people will be very excited and i l people will be very excited and i know you are and we look forward to it, so the date is in the diary and you can find out more. you can find out more about this year's eurovision by listening to the podcast — eurovisioncast — on bbc sounds. you're watching bbc breakfast. it's 8.59.

this is bbc news with the latest headlines. police in sussex are continuing to question constance marten and mark gordon. the remains of a baby have been found in the search for a missing child. both are being held on suspicion of gross negligence manslaughter. newly released whatsapp messages suggest former health secretary matt hancock tried to bypass the education secretary to have schools closed during the coronavirus pandemic. 1,000 charities have written to the chancellor for funding from the upcoming budget to tackle redistributing surplus food from farms. protesters clashed with police in athens last night in a demonstration against the operator of the passenger train involved in a fatal collision on tuesday.