to be looked concrete. it needs to be looked after differently to normal concrete. after differently to normal concrete-— after differently to normal concrete. , , concrete. has it been considered dangerous _ concrete. has it been considered dangerous or _ concrete. has it been considered dangerous or problematic- concrete. has it been considered dangerous or problematic for - concrete. has it been considered dangerous or problematic for a l concrete. has it been considered i dangerous or problematic for a long time, chris? dangerous or problematic for a long time. chris?— time, chris? well, we built a lot with it in the — time, chris? well, we built a lot with it in the 50s _ time, chris? well, we built a lot with it in the 50s and _ time, chris? well, we built a lot with it in the 50s and 60s - time, chris? well, we built a lot with it in the 50s and 60s and i time, chris? well, we built a lot with it in the 50s and 60s and it | with it in the 50s and 60s and it still manufactured around the world and we build with it all around the world. it is not an inherently bad approach itself but you do have to look after it as you have to look after any types of building materials.— after any types of building materials. chris has a good question. _ materials. chris has a good question. is _ materials. chris has a good question, is there - materials. chris has a good question, is there any - materials. chris has a good question, is there any list i materials. chris has a goodl question, is there any list of closing schools because the news says there is a number at risk but why not state which one is? vanessa, that's an issue, isn't it? it's the first question many parents, pupils and teachers will have, is my school involved? we don't know the full list? ~ ., �* ~ ~ ., ., list? we don't. we know that in encland list? we don't. we know that in

england there _ list? we don't. we know that in england there is _ list? we don't. we know that in england there is 156 _ list? we don't. we know that in england there is 156 schools - list? we don't. we know that in| england there is 156 schools that have raac identified. some of them receive letters this week's, about 50 to already knew about it. there's a question about why we haven't seen this list yet and there is pressure on the department for education but they are keen on head teachers to know first so they can notify so people can get things in place. if your school is affected the most likely person you will hear from is your head teacher. it's gaining pressure to publish that. it's not likely today and they haven't given a timeline yet. it likely today and they haven't given a timeline yet.— a timeline yet. it feels a little bit like it's — a timeline yet. it feels a little bit like it's unlikely, - a timeline yet. it feels a little bit like it's unlikely, with - a timeline yet. it feels a little i bit like it's unlikely, with schools up bit like it's unlikely, with schools up and down the country with such a small number having been built.

there is a report out from the national— there is a report out from the national audit office injune which says there could be up to 570 schools — says there could be up to 570 schools which might have raac so at the moment, there are structural engineers — the moment, there are structural engineers within the school is currently— engineers within the school is currently looking to see if others are affected so you've also got wales. — are affected so you've also got wales, northern ireland and scotland who are _ wales, northern ireland and scotland who are also doing surveys. it's likely— who are also doing surveys. it's likely this — who are also doing surveys. it's likely this story will go on and on as more — likely this story will go on and on as more schools are named. we likely this story will go on and on as more schools are named. we got a iuestion as more schools are named. we got a question for — as more schools are named. we got a question for you. _ as more schools are named. we got a question for you, john, _ as more schools are named. we got a question for you, john, from - as more schools are named. we got a question for you, john, from sarah. i question for you, john, from sarah. why were these repairs not done over the holidays after reports have been published? i'm guessing, john, many schools didn't realise this was such an issue, did they? 50. schools didn't realise this was such an issue, did they?— an issue, did they? so, i think that the timini an issue, did they? so, i think that the timing of _ an issue, did they? so, i think that the timing of all _ an issue, did they? so, i think that the timing of all this _ an issue, did they? so, i think that the timing of all this has _ an issue, did they? so, i think that the timing of all this has been - an issue, did they? so, i think that the timing of all this has been one | the timing of all this has been one of the _ the timing of all this has been one of the big — the timing of all this has been one of the big criticisms _ the timing of all this has been one of the big criticisms about - the timing of all this has been one of the big criticisms about how - the timing of all this has been onei of the big criticisms about how the government— of the big criticisms about how the government has— of the big criticisms about how the government has handled - of the big criticisms about how the government has handled it. - of the big criticisms about how the government has handled it. it's i of the big criticisms about how the . government has handled it. it's good ministers _ government has handled it. it's good ministers are — government has handled it. it's good ministers are taking _ government has handled it. it's good ministers are taking it— government has handled it. it's good ministers are taking it seriously - ministers are taking it seriously but they've _

ministers are taking it seriously but they've known _ ministers are taking it seriously but they've known about - ministers are taking it seriously but they've known about the . ministers are taking it seriously - but they've known about the dangers since 2015 _ but they've known about the dangers since 2015 when _ but they've known about the dangers since 2015 when the _ but they've known about the dangers since 2015 when the roof— but they've known about the dangers since 2015 when the roof on - but they've known about the dangers since 2015 when the roof on a - since 2015 when the roof on a primary— since 2015 when the roof on a primary school _ since 2015 when the roof on a primary school in _ since 2015 when the roof on a primary school in kent - since 2015 when the roof on a - primary school in kent collapsed. luckily _ primary school in kent collapsed. luckily no — primary school in kent collapsed. luckily no one _ primary school in kent collapsed. luckily no one was _ primary school in kent collapsed. luckily no one was injured. - primary school in kent collapsed. luckily no one was injured. the l luckily no one was injured. the governments _ luckily no one was injured. the governments own— luckily no one was injured. the governments own property - luckily no one was injured. the i governments own property agency luckily no one was injured. the - governments own property agency in september— governments own property agency in september wrote _ governments own property agency in september wrote to _ governments own property agency in september wrote to all— governments own property agency in september wrote to all property- september wrote to all property leaders — september wrote to all property leaders warning _ september wrote to all property leaders warning that _ september wrote to all property leaders warning that raac- september wrote to all property leaders warning that raac is - september wrote to all property- leaders warning that raac is expired and likely— leaders warning that raac is expired and likely to — leaders warning that raac is expired and likely to collapse. _ leaders warning that raac is expired and likely to collapse. they've - leaders warning that raac is expired and likely to collapse. they've beenl and likely to collapse. they've been asking _ and likely to collapse. they've been asking schools _ and likely to collapse. they've been asking schools to _ and likely to collapse. they've been asking schools to do _ and likely to collapse. they've been asking schools to do survey- and likely to collapse. they've been asking schools to do survey so - and likely to collapse. they've been asking schools to do survey so theyj asking schools to do survey so they can get _ asking schools to do survey so they can get some — asking schools to do survey so they can get some sort _ asking schools to do survey so they can get some sort of— asking schools to do survey so they can get some sort of idea _ asking schools to do survey so they can get some sort of idea of- asking schools to do survey so they can get some sort of idea of how. can get some sort of idea of how prevalent— can get some sort of idea of how prevalent this _ can get some sort of idea of how prevalent this is _ can get some sort of idea of how prevalent this is but _ can get some sort of idea of how prevalent this is but what - can get some sort of idea of how| prevalent this is but what they've been _ prevalent this is but what they've been doing — prevalent this is but what they've been doing is— prevalent this is but what they've been doing is looking _ prevalent this is but what they've been doing is looking at - prevalent this is but what they've been doing is looking at the - prevalent this is but what they'vej been doing is looking at the raac and categorising _ been doing is looking at the raac and categorising it— been doing is looking at the raac and categorising it from _ been doing is looking at the raac and categorising it from low- been doing is looking at the raac and categorising it from low risk, | and categorising it from low risk, no damage. _ and categorising it from low risk, no damage. to _ and categorising it from low risk, no damage, to deteriorated - and categorising it from low risk, no damage, to deteriorated andl no damage, to deteriorated and that's— no damage, to deteriorated and that's been_ no damage, to deteriorated and that's been the _ no damage, to deteriorated and that's been the policy— no damage, to deteriorated and that's been the policy for- no damage, to deteriorated and that's been the policy for the i no damage, to deteriorated and i that's been the policy for the past 12 months — that's been the policy for the past 12 months. that's— that's been the policy for the past 12 months. that's changed - that's been the policy for the past 12 months. that's changed over. that's been the policy for the past i 12 months. that's changed over the past 12_ 12 months. that's changed over the past 12 days — 12 months. that's changed over the past 12 days a _ 12 months. that's changed over the past 12 days. a couple _ 12 months. that's changed over the past 12 days. a couple of _ 12 months. that's changed over the past 12 days. a couple of instancesl past 12 days. a couple of instances over summer— past 12 days. a couple of instances over summer holidays, _ past 12 days. a couple of instances over summer holidays, one - past 12 days. a couple of instances . over summer holidays, one including a beam _ over summer holidays, one including a beam at _ over summer holidays, one including a beam at a — over summer holidays, one including a beam at a school _ over summer holidays, one including a beam at a school collapsing, - over summer holidays, one including a beam at a school collapsing, causej a beam at a school collapsing, cause them _ a beam at a school collapsing, cause them to _ a beam at a school collapsing, cause them to rethink— a beam at a school collapsing, cause them to rethink their— a beam at a school collapsing, cause them to rethink their policy - a beam at a school collapsing, cause them to rethink their policy and - them to rethink their policy and those _ them to rethink their policy and those were _ them to rethink their policy and those were incidents _ them to rethink their policy and those were incidents where - them to rethink their policy and - those were incidents where engineers have been_ those were incidents where engineers have been out— those were incidents where engineers have been out and _ those were incidents where engineers have been out and deems— those were incidents where engineers have been out and deems the - those were incidents where engineers have been out and deems the raac . those were incidents where engineersj have been out and deems the raac is low risk—

have been out and deems the raac is low risk and _ have been out and deems the raac is low risk and they'd _ have been out and deems the raac is low risk and they'd actually— low risk and they'd actually collapsed _ low risk and they'd actually collapsed. warnings - low risk and they'd actually collapsed. warnings have i low risk and they'd actually- collapsed. warnings have been there for a while _ collapsed. warnings have been there for a while you _ collapsed. warnings have been there for a while. you can _ collapsed. warnings have been there for a while. you can argue _ collapsed. warnings have been there for a while. you can argue that - collapsed. warnings have been there for a while. you can argue that morej for a while. you can argue that more could _ for a while. you can argue that more could have _ for a while. you can argue that more could have been _ for a while. you can argue that more could have been done _ for a while. you can argue that more could have been done over— for a while. you can argue that more could have been done over the - for a while. you can argue that more could have been done over the pastl could have been done over the past 12 months. — could have been done over the past 12 months, definitely. _ could have been done over the past 12 months, definitely.— could have been done over the past 12 months, definitely. john, what of teachers saying _ 12 months, definitely. john, what of teachers saying to _ 12 months, definitely. john, what of teachers saying to you _ 12 months, definitely. john, what of teachers saying to you about - 12 months, definitely. john, what of teachers saying to you about this? i teachers saying to you about this? this is at a busy time for them, accommodating something like this must be a huge upheaval for teachers involve? i must be a huge upheaval for teachers involve? ~ , ., involve? i think so. given that we've had _ involve? i think so. given that we've had a — involve? i think so. given that we've had a few _ involve? i think so. given that we've had a few years - involve? i think so. given that we've had a few years of- involve? i think so. given that - we've had a few years of coronavirus and exams _ we've had a few years of coronavirus and exams being— we've had a few years of coronavirus and exams being cancelled, - we've had a few years of coronavirus and exams being cancelled, with - we've had a few years of coronavirus and exams being cancelled, with sol and exams being cancelled, with so much _ and exams being cancelled, with so much disruption, _ and exams being cancelled, with so much disruption, getting _ and exams being cancelled, with so much disruption, getting kids - and exams being cancelled, with so much disruption, getting kids backl much disruption, getting kids back to school— much disruption, getting kids back to school is— much disruption, getting kids back to school is a — much disruption, getting kids back to school is a challenge _ much disruption, getting kids back to school is a challenge but - much disruption, getting kids back to school is a challenge but this i much disruption, getting kids back to school is a challenge but this is| to school is a challenge but this is the last— to school is a challenge but this is the last thing _ to school is a challenge but this is the last thing schools _ to school is a challenge but this is the last thing schools wanted. - to school is a challenge but this is the last thing schools wanted. i. the last thing schools wanted. i think— the last thing schools wanted. i think there _ the last thing schools wanted. i think there is _ the last thing schools wanted. i think there is rightly _ the last thing schools wanted. i think there is rightly a - the last thing schools wanted. i think there is rightly a bit - the last thing schools wanted. i think there is rightly a bit of. think there is rightly a bit of criticism _ think there is rightly a bit of criticism for— think there is rightly a bit of criticism for the _ think there is rightly a bit of| criticism for the government think there is rightly a bit of- criticism for the government because if they— criticism for the government because if they knew— criticism for the government because if they knew about _ criticism for the government because if they knew about these _ criticism for the government because if they knew about these incidents i if they knew about these incidents over the _ if they knew about these incidents overthe summer. _ if they knew about these incidents over the summer. a _ if they knew about these incidents over the summer. a lot— if they knew about these incidents over the summer. a lot of- if they knew about these incidents over the summer. a lot of schools are maintained—

over the summer. a lot of schools are maintained by— over the summer. a lot of schools are maintained by councils - over the summer. a lot of schools are maintained by councils and - over the summer. a lot of schools are maintained by councils and if. are maintained by councils and if they'd _ are maintained by councils and if they'd alerted _ are maintained by councils and if they'd alerted councils _ are maintained by councils and if they'd alerted councils earlier. are maintained by councils and if. they'd alerted councils earlier then they'd alerted councils earlier then they could — they'd alerted councils earlier then they could have _ they'd alerted councils earlier then they could have been _ they'd alerted councils earlier then they could have been raising - they'd alerted councils earlier then they could have been raising the l they could have been raising the alarm _ they could have been raising the alarm from _ they could have been raising the alarm from like _ they could have been raising the alarm from like they— they could have been raising the alarm from like they have - they could have been raising the alarm from like they have done i they could have been raising the . alarm from like they have done for many— alarm from like they have done for many years — alarm from like they have done for many years. councils _ alarm from like they have done for many years. councils could - alarm from like they have done for many years. councils could have i alarm from like they have done for i many years. councils could have had a head _ many years. councils could have had a head start — many years. councils could have had a head start to— many years. councils could have had a head start to get _ many years. councils could have had a head start to get some _ many years. councils could have had a head start to get some stuff - many years. councils could have had a head start to get some stuff into i a head start to get some stuff into place _ a head start to get some stuff into place to _ a head start to get some stuff into place to ensure _ a head start to get some stuff into place to ensure that _ a head start to get some stuff into place to ensure that we _ a head start to get some stuff into place to ensure that we didn't - a head start to get some stuff into| place to ensure that we didn't have the chaos— place to ensure that we didn't have the chaos that _ place to ensure that we didn't have the chaos that we _ place to ensure that we didn't have the chaos that we have _ place to ensure that we didn't have the chaos that we have right - place to ensure that we didn't have the chaos that we have right now. i the chaos that we have right now. vanessa. — the chaos that we have right now. vanessa. an — the chaos that we have right now. vanessa, an anonymous - the chaos that we have right now. vanessa, an anonymous teacher i the chaos that we have right now. . vanessa, an anonymous teacher has beenin vanessa, an anonymous teacher has been in touch asking why the government are allowed to make this call so late in the day when it's the schools that they impact? they would be slaughtered and heads would roll if it was the schools. i'm guessing because its people safety? once they know this is an issue it something they have to act on immediately, is it? it something they have to act on immediately, is it?— something they have to act on immediately, is it? it sounds like it's been very _ immediately, is it? it sounds like it's been very late _ immediately, is it? it sounds like it's been very late in _ immediately, is it? it sounds like it's been very late in the - immediately, is it? it sounds like it's been very late in the day - immediately, is it? it sounds like it's been very late in the day this| it's been very late in the day this guidance has been changed. just last week, they said there was one incident where there was a situation where raac was present, it was

thought it was safe and then it failed. there's been this picture over the summer when the government hasn't really changed their minds but now this is a significant risk and that is why they have done this, i suppose, right late in the day. could they have done it quickly? yes, but perhaps they needed all the elements of the bigger picture to figure it out. it is a logistical nightmare. aha, out. it is a logistical nightmare. a lot of people asking about raac. for people who don't have a specialism like yours, it's something i've not heard of before. some people asking is only schools made of this and someone else asking, i work in a

19705 office building with maintenance issues. who has responsibility for checking these things out? is this the tip of the iceberg when it comes to potential problems in big buildings? the focus is on schools — problems in big buildings? the focus is on schools because _ problems in big buildings? the focus is on schools because they _ problems in big buildings? the focus is on schools because they are - is on schools because they are opening — is on schools because they are opening this week but it can be found _ opening this week but it can be found in— opening this week but it can be found in any types of typical kind of building offices, flat roof structures in the 60s — 70s. so the nhs trust — structures in the 60s — 70s. so the nhs trust had a lot in their hospitals. they were probably the first in _ hospitals. they were probably the first in the — hospitals. they were probably the first in the country who spent millions— first in the country who spent millions on addressing that. other government departments are also on it, government departments are also on it. doing _ government departments are also on it, doing similarto government departments are also on it, doing similar to education, trying — it, doing similar to education, trying to— it, doing similar to education, trying to find out where that

raac is and assessing it. but do we know— raac is and assessing it. but do we know who _ raac is and assessing it. but do we know who owns every structure in the country? _ know who owns every structure in the country? we — know who owns every structure in the country? we need to engage with them and have _ country? we need to engage with them and have a _ country? we need to engage with them and have a look to see if they've -ot and have a look to see if they've got raac — and have a look to see if they've got raac-— and have a look to see if they've otraac. got raac. that's a massive task. john, got raac. that's a massive task. john. we're _ got raac. that's a massive task. john, we're talking _ got raac. that's a massive task. john, we're talking about - got raac. that's a massive task. john, we're talking about the - got raac. that's a massive task. | john, we're talking about the lead just a call impact. lots of schools not having the space to move children around. what actually using schools taking to try and make sure the term can stop the children in england next week the weights opposed to? 50. england next week the weights opposed to?— england next week the weights opposed to? england next week the weights o- osed to? . , . opposed to? so, a bit earlier in the wa , the opposed to? so, a bit earlier in the way, the government _ opposed to? so, a bit earlier in the way, the government called - opposed to? so, a bit earlier in the way, the government called all- way, the government called all schools — way, the government called all schools that _ way, the government called all schools that had _ way, the government called all schools that had raac- way, the government called all schools that had raac to - way, the government called all schools that had raac to put i way, the government called all| schools that had raac to put in place _ schools that had raac to put in place mitigation _ schools that had raac to put in place mitigation plans. - schools that had raac to put in place mitigation plans. but - schools that had raac to put in place mitigation plans. but a i schools that had raac to put in| place mitigation plans. but a lot schools that had raac to put in i place mitigation plans. but a lot of schools _ place mitigation plans. but a lot of schools that — place mitigation plans. but a lot of schools that had _ place mitigation plans. but a lot of schools that had raac— place mitigation plans. but a lot of schools that had raac didn't - place mitigation plans. but a lot of schools that had raac didn't havel schools that had raac didn't have any mitigation _ schools that had raac didn't have any mitigation plans _ schools that had raac didn't have any mitigation plans in— schools that had raac didn't have any mitigation plans in place. - schools that had raac didn't have i any mitigation plans in place. some have had _ any mitigation plans in place. some have had to — any mitigation plans in place. some have had to close _ any mitigation plans in place. some have had to close for— any mitigation plans in place. some have had to close for a _ any mitigation plans in place. some have had to close for a week - any mitigation plans in place. some have had to close for a week to - any mitigation plans in place. some have had to close for a week to two| have had to close for a week to two weeks _ have had to close for a week to two weeks to _ have had to close for a week to two weeks to put — have had to close for a week to two weeks to put together _ have had to close for a week to two weeks to put together these - have had to close for a week to two

weeks to put together these plansi weeks to put together these plans which _ weeks to put together these plans which could — weeks to put together these plans which could be _ weeks to put together these plans which could be either— weeks to put together these plans which could be either installing. which could be either installing temporary_ which could be either installing temporary accommodation - which could be either installing temporary accommodation on i which could be either installing i temporary accommodation on the school— temporary accommodation on the school site — temporary accommodation on the school site. one _ temporary accommodation on the school site. one classroom, - temporary accommodation on the i school site. one classroom, sports hall that _ school site. one classroom, sports hall that has — school site. one classroom, sports hall that has raac. _ school site. one classroom, sports hall that has raac. if— school site. one classroom, sports hall that has raac. if that's - school site. one classroom, sports hall that has raac. if that's the . hall that has raac. if that's the case _ hall that has raac. if that's the case then— hall that has raac. if that's the case then the _ hall that has raac. if that's the case then the school— hall that has raac. if that's the case then the school can - hall that has raac. if that's the l case then the school can continue hall that has raac. if that's the - case then the school can continue to operate _ case then the school can continue to operate it's— case then the school can continue to operate it'sjust_ case then the school can continue to operate. it's just the _ case then the school can continue to operate. it'sjust the buildings - operate. it'sjust the buildings that would _ operate. it'sjust the buildings that would be _ operate. it'sjust the buildings that would be taken _ operate. it'sjust the buildings that would be taken out - operate. it'sjust the buildings that would be taken out of- that would be taken out of operation _ that would be taken out of operation. the _ that would be taken out ofi operation. the government that would be taken out of- operation. the government think that would be taken out of— operation. the government think most schools— operation. the government think most schools will _ operation. the government think most schools will be — operation. the government think most schools will be able _ operation. the government think most schools will be able to _ operation. the government think most schools will be able to continue - operation. the government think most schools will be able to continue on - schools will be able to continue on their site _ schools will be able to continue on their site as — schools will be able to continue on their site as normal. _ schools will be able to continue on their site as normal. for— schools will be able to continue on their site as normal. for more - their site as normal. for more severe — their site as normal. for more severe situations, _ their site as normal. for more severe situations, it— their site as normal. for more severe situations, it might - their site as normal. for more severe situations, it might be| their site as normal. for more - severe situations, it might be that schools. _ severe situations, it might be that schools. pupils _ severe situations, it might be that schools, pupils might— severe situations, it might be that schools, pupils might have - severe situations, it might be that schools, pupils might have to- severe situations, it might be that schools, pupils might have to be i schools, pupils might have to be educated — schools, pupils might have to be educated in— schools, pupils might have to be educated in other— schools, pupils might have to be educated in other schools - schools, pupils might have to be educated in other schools or - schools, pupils might have to be| educated in other schools or may schools, pupils might have to be - educated in other schools or may be a community— educated in other schools or may be a community centre _ educated in other schools or may be a community centre building - educated in other schools or may be a community centre building or- educated in other schools or may bei a community centre building or other settings _ a community centre building or other settings that — a community centre building or other settings that are _ a community centre building or other settings that are close _ a community centre building or other settings that are close to _ a community centre building or other settings that are close to them. - a community centre building or other settings that are close to them. and | settings that are close to them. and this has— settings that are close to them. and this has proved _ settings that are close to them. and this has proved quite _ settings that are close to them. and this has proved quite contentious i this has proved quite contentious because — this has proved quite contentious because while _ this has proved quite contentious because while the _ this has proved quite contentious because while the government. this has proved quite contentious i because while the government has said they— because while the government has said they will — because while the government has said they will fund _ because while the government has said they will fund the _ because while the government has said they will fund the mitigations, they will— said they will fund the mitigations, they will pay — said they will fund the mitigations, they will pay for _ said they will fund the mitigations, they will pay for instance _ said they will fund the mitigations, they will pay for instance the - they will pay for instance the schools — they will pay for instance the schools to _ they will pay for instance the schools to have _ they will pay for instance the schools to have temporary. schools to have temporary accommodation _ schools to have temporary accommodation on - schools to have temporary accommodation on their. schools to have temporary. accommodation on their site, schools to have temporary- accommodation on their site, they won't _ accommodation on their site, they won't fund — accommodation on their site, they won't fund the _ accommodation on their site, they won't fund the revenue _ accommodation on their site, they won't fund the revenue cost - accommodation on their site, they won't fund the revenue cost so - accommodation on their site, theyl won't fund the revenue cost so that would _ won't fund the revenue cost so that would be _ won't fund the revenue cost so that would be for— won't fund the revenue cost so that would be for instance _ won't fund the revenue cost so that would be for instance the _ won't fund the revenue cost so that would be for instance the cost - won't fund the revenue cost so that would be for instance the cost of. would be for instance the cost of

transporting _ would be for instance the cost of transporting people _ would be for instance the cost of transporting people to _ would be for instance the cost of transporting people to other - would be for instance the cost of- transporting people to other schools or if a _ transporting people to other schools or if a school— transporting people to other schools or if a school had _ transporting people to other schools or if a school had to _ transporting people to other schools or if a school had to move _ transporting people to other schools or if a school had to move to - transporting people to other schools or if a school had to move to a - or if a school had to move to a whole — or if a school had to move to a whole new _ or if a school had to move to a whole new site, _ or if a school had to move to a whole new site, then - or if a school had to move to a whole new site, then they - or if a school had to move to a i whole new site, then they won't actually — whole new site, then they won't actually fund _ whole new site, then they won't actually fund that. _ whole new site, then they won't actually fund that.— actually fund that. very briefly, john, actually fund that. very briefly, john. because _ actually fund that. very briefly, john, because were _ actually fund that. very briefly, john, because were almost - actually fund that. very briefly, john, because were almost out| actually fund that. very briefly, i john, because were almost out of time, younger pupils, the start of the new year can be unsettling and this will have a really big effect on some of them, one to? yes. i think it was _ on some of them, one to? yes. i think it was mentioned _ on some of them, one to? yes. i think it was mentioned earlier i on some of them, one to? yes. i i think it was mentioned earlier that there _ think it was mentioned earlier that there are — think it was mentioned earlier that there are around _ think it was mentioned earlier that there are around 100 _ think it was mentioned earlier that there are around 100 schools - think it was mentioned earlier that there are around 100 schools thatl there are around 100 schools that are impacted _ there are around 100 schools that are impacted by— there are around 100 schools that are impacted by this _ there are around 100 schools that are impacted by this at _ there are around 100 schools that are impacted by this at the - there are around 100 schools that i are impacted by this at the minute. crucially. _ are impacted by this at the minute. crucially. not — are impacted by this at the minute. crucially, not every— are impacted by this at the minute. crucially, not every school- are impacted by this at the minute. crucially, not every school has - are impacted by this at the minute. crucially, not every school has hadl crucially, not every school has had a survey— crucially, not every school has had a survey to — crucially, not every school has had a survey to check _ crucially, not every school has had a survey to check if _ crucially, not every school has had a survey to check if they _ crucially, not every school has had a survey to check if they have - crucially, not every school has had a survey to check if they have it. crucially, not every school has had a survey to check if they have it soj a survey to check if they have it so those _ a survey to check if they have it so those numbers, _ a survey to check if they have it so those numbers, the _ a survey to check if they have it so those numbers, the government i those numbers, the government expects — those numbers, the government expects will _ those numbers, the government expects will rise. _ those numbers, the government expects will rise. we _ those numbers, the government expects will rise. we are - those numbers, the government expects will rise. we are alreadyj expects will rise. we are already looking — expects will rise. we are already looking at — expects will rise. we are already looking at thousands _ expects will rise. we are already looking at thousands of - expects will rise. we are already looking at thousands of pupils i looking at thousands of pupils already — looking at thousands of pupils already we _ looking at thousands of pupils already. we already— looking at thousands of pupils already. we already know - looking at thousands of pupils already. we already know the | looking at thousands of pupils - already. we already know the issues that they _ already. we already know the issues that they have — already. we already know the issues that they have gone _ already. we already know the issues that they have gone through - already. we already know the issues that they have gone through with - that they have gone through with coronavirus — that they have gone through with coronavirus and _ that they have gone through with coronavirus and exam _ that they have gone through with coronavirus and exam strikes, i coronavirus and exam strikes, cancellations. _ coronavirus and exam strikes, cancellations, it's— coronavirus and exam strikes, cancellations, it's really- coronavirus and exam strikes, cancellations, it's really not. coronavirus and exam strikes, i cancellations, it's really not fair on these — cancellations, it's really not fair on these peoples _ cancellations, it's really not fair on these peoples who - cancellations, it's really not fair on these peoples who now - cancellations, it's really not fair. on these peoples who now facing cancellations, it's really not fair- on these peoples who now facing more destruction— on these peoples who now facing more destruction may— on these peoples who now facing more destruction may have _ on these peoples who now facing more destruction may have to _ on these peoples who now facing more destruction may have to be _ on these peoples who now facing more destruction may have to be bussed - on these peoples who now facing more destruction may have to be bussed to i destruction may have to be bussed to other— destruction may have to be bussed to other settings — destruction may have to be bussed to other settings. it's _

destruction may have to be bussed to other settings. it's really— destruction may have to be bussed to other settings. it's really not - other settings. it's really not fair~ — other settings. it's really not fair~ -- — other settings. it's really not fair. -- pupils _ other settings. it's really not fair- -- pupils-— other settings. it's really not fair. -- pupils. thank you to all our guests- _ fair. -- pupils. thank you to all our guests. don't _ fair. -- pupils. thank you to all our guests. don't forget, - fair. -- pupils. thank you to all our guests. don't forget, you i fair. -- pupils. thank you to all. our guests. don't forget, you can continue to follow the story on the bbc news website and thanks for joining us. this was your questions asked. number—mac hello, there. meteorologically speaking, the first day of september is the first day of autumn, and with the changing of the season, we are changing the weather, something drier and warmer on the way through the weekend with some spells of sunshine. still some showers around through the rest of today. and a band of thicker cloud affecting parts of northern england, southern scotland and northern ireland. a little bit of rain with that best of the sunshine across the northern half of scotland.

temperatures between 111 and 23 degrees. so already turning a little bit warmer down towards the south east. and then as we head through tonight, we will see some areas of cloud, some mist and fog will start to develop as well, especially across england, wales and northern ireland. it is going to be another rather chilly nights across the highlands. chilly night across the highlands. temperatures once again could drop quite close to freezing in a few locations milder further south. but the story of saturday is one of high pressure which is set to build across the uk. now underneath this area of high pressure, we will have some mist and fog to start the morning that will tend to lift and click. take a while to do so in places, particularly in northern ireland, one or two light showers are possible, but most places will be fine with some sunshine. a bit more cloud will get into the far north west of scotland with a strengthening breeze. but temperatures 21 degrees for aberdeen, glasgow and belfast, 2a degrees in london through saturday night.

our area of high pressure will still be with us. this frontal system grazing into the north of scotland that will bring some outbreaks of rain during sunday, especially across the north. some other northern and northwestern parts, more of a breeze here as well. but further south, some good spells of sunshine and some real warmth. even parts of eastern scotland, up to 22 or 23 degrees, 25 or 26 down towards the southeast of england. and that's a warming trend is set to continue into the new week. our area of high pressure looks set to move a little further eastwards. areas of low pressure trying to squeeze in from the west. and this, broadly speaking, will bring us a southerly flow of air, bringing something warmer in our direction from the continent. so temperatures as we head through the middle parts of the week could well get into the mid to high twenties, maybe somewhere touching 30 degrees. it is likely to turn more unsettled from the west by the end of the week.

live from london, this is bbc news. the highest storm alert is in force in hong kong, as super typhoon saola approaches. calls for the uk government to "come clean" on the number of school buildings built with concrete prone to collapse. relatives of the 10—year—old found dead, sara sharif, say they have been ilegally detained in pakistan.

hello, welcome to bbc news now, three hours of fast—moving news, interviews and reaction. hong kong hasjust been placed on its highest possible alert level, as it braces itself for the arrival of super typhoon saola. experts say saola will bring winds gusting at more than 200 kilometres per hour, that's 125 miles per hour. these are the latest pictures just in from discovery bay in hong kong, just look at the power of those winds. flights in and out of the territory have already been cancelled, and the start of the school year has been delayed. residents have beeen warned to stay away from exposed windows and doors. this is the scene live in central hong kong. i think these are the neighbourhood where the scene, vi of the storm has not quite passed yet, it is just after nine o'clock local time. the

pictures are not amazingly in focus