to have the vaccine yet, tell us the reasons why. contact details are on screen. the mum of missing teenager richard okorogheye tells us she's really worried about him — he left his home in london eight days ago and hasn't been seen since. and the suez canal reopens to traffic after that mega ship blocked the trade route for nearly a week. good morning. borisjohnson hasjoined more than 20 world leaders, including president macron of france and the german chancellor, angela merkel, in calling for a new international treaty to help deal with future pandemics. a letter, signed by 2a world leaders, argues that a treaty similar to that reached in the wake of world war two is needed to build cross—border cooperation. the leaders say countries must now be prepared to work together. this is what they write: "the covid—19 pandemic has been a stark and painful reminder that nobody is safe until everyone is safe." it comes as a report from the world health organization suggests covid—19 is likely to have been passed to humans from bats, through another animal. it also dismisses claims that the virus escaped from a lab in china as "extremely unlikely." and sir lenny henry has written an open letter urging black people to get the covid—19 vaccine. the comic has enlisted the support of dozens of stars such as the actors thandie newton and david harewood and the performer george the poet as signatories. a short film featuring sir lenny and some of the high profile names reading the letter has also been released. we'll have more on all that — but first lets get more on the call for a new international treaty to help deal with future pandemics. the business secretary, kwasi kwarteng, has been speaking to the bbc this morning. i think the premise is absolutely right, to look at international cooperation and lead a bit for wider international cooperation so we can be more resilient as a global community in the face of future pandemics. as far as the pandemic as it is today is concerned, ourjob as government ministers is to make sure that, first and foremost, people in this country are safe, and the way to do that, we have found, is to roll out the vaccine. our political correspondent iain watson is at westminster. this colourful country to work together is really sensible, isn't it? -- together is really sensible, isn't it? —— this call for countries. perhaps the handling internationally of this pandemic has not been optimal, but they will be ready for the next one. they say the next one will be inevitable at some point, they are talking about an international treaty and more mutual cooperation, sharing of research on vaccines. 2a world leaders including borisjohnson, angela merkel of boris johnson, angela merkel of germany, borisjohnson, angela merkel of germany, a emmanuel macron from france are behind this, notjoe biden at this stage, he willjoin later. it questions are being asked about how the current pandemic is being tackled, are enough vaccine is going to countries with high rates of infection but which are relatively poor? that does not position as we get our own vaccination system done first before vaccines are made more widely available elsewhere, although we are putting money into the covaxin scheme which should make it easier for benches that are perhaps less developed and prosperous to get vaccines to. —— countries that are perhaps less developed. it talks about future co—operation but not the current eu vaccine row. at this stage it is not necessarily sort as the key problem identified by the signatories of this article, which is basically saying no one is safe until everyone is safe. we have quite some way to go during the current pandemic to make sure global uptake of vaccines is hugely improved. fin uptake of vaccines is hugely improved-— uptake of vaccines is hugely imroved. ., ., , ., improved. on the radio this morning the business — improved. on the radio this morning the business secretary _ improved. on the radio this morning the business secretary will - improved. on the radio this morning the business secretary will have - improved. on the radio this morning the business secretary will have the | the business secretary will have the former conservative prime minister david cameron, who last year was lobbying for financial help for a company he worked for, he texted the chancellor. ~ ., company he worked for, he texted the chancellor. ~ . , , ., chancellor. what he say? there is an accusation in — chancellor. what he say? there is an accusation in the _ chancellor. what he say? there is an accusation in the sunday _ chancellor. what he say? there is an accusation in the sunday times - chancellor. what he say? there is an accusation in the sunday times that l accusation in the sunday times that david cameron gave somebody behind the collapse company, the company that was supporting liberty steel and is putting thousands ofjobs at risk, david cameron had given an extensive access to whitehall when he was prime minister, he was pushing a scheme to help get finance to small suppliers, but at a price. those allegations were made, the business secretary kwasi kwarteng said he did not know about the extent of that company's involvement at that time, but the subsequent allegation was that david cameron was a paid consultant to that company, lobbying the treasury and the chancellor to try to get access to the covid loans schemes very recently indeed, and kwasi kwarteng said david cameron had not broken any rules, hadn't anything wrong. it is true that he did not have to declare that because he was not what is called a consultant lobbyist, a lobbyist by trade, he was directly involved by the company concerned. at labour are raising questions about whether this was appropriate involvement, whether the current rules are appropriate, they have been asking the committee for standards in public life to look more into this. they say they do not look at individual cases but are having a wide—ranging review which is due to report in the autumn. i is due to report in the autumn. i wonder whether any of you have been able to take the chance to ask for financial help? excluded uk have been trying to get a meeting with the chancellor for all over a year, seb said. another viewer faces similar. joshua says, who cares? anybody would ask friends in high places for help if they needed it and thought it might be available. message me on instagram or twitter, or you can e—mail me. do get in touch. a new finger prick blood test that can detect antibodies to the coronavirus is to be used to track the impact of the vaccination programme across the uk. the office for national statistics will also be able to use the data gathered from around 150,000 volunteers to determine how resistant existing vaccines are against emerging strains of the virus. it's enabling us to do things faster, it's enabling us to do things at greater scale, and it's enabling us, really, to be able to make sure that no areas of the population are invisible. we've got estimates right across our population. covid—i9 is likely to have been passed to humans from bats through another animal — that's according to an official report today from the world health organization into how the pandemic started. the study — seen by the bbc ahead of its publication later today — also dismisses claims that the virus escaped from a laboratory in china as "extremely unlikely". aru na iyenga reports. this eagerly awaited report has faced setbacks and diplomatic wrangling. experts from the who had trouble even getting into wuhan, the city at the centre of the initial outbreak of covid—i9. investigations finally started in january this year, more than a year after the first cases emerged. key findings of the experts�* report are that covid—i9 passed from bats, through an intermediary animal, to humans. but it doesn't offer definitive answers on the mystery at the very heart of the pandemic — how the virus first jumped to humans. and the theory that the virus was released via a laboratory incident in china, is considered extremely unlikely. of course, i will have more to say following further review and understanding of the report. but for now, all hypotheses will be on the table and will need further study. although the wuhan food market was initially thought to be where the outbreak began, who and chinese scientists found evidence that the virus could have been circulating for some weeks before december 2019, and some of those infected had no connection with the market. it comes as the prime minister, borisjohnson, joins a group of more than 20 world leaders calling for a new international treaty to help the world deal with future pandemics. they say coronavirus has posed the biggest challenge to the global community since the 1940s, and countries must be better prepared in the future. the covid—i9 pandemic has killed almost 2.8 million people worldwide. it's hoped the report's findings will give some clearer answers on how the virus came about. aruna iyengar, bbc news. sir lenny henry has written an open letter urging black british people to get the covid—i9 vaccine. the latest figures suggest people from black and mixed race backgrounds in england are being vaccinated at much lower rates than white people. if you are black, what are the reasons why you have not had your vaccination yet? i am not asking for conspiracy theories, but genuine explanations you might have. in a letter, co—signed by figures such as the actress, thandie newton and the olympic athlete, denise lewis, sir lenny urges black people to make informed decisions about the vaccine to protect themselves and the people they care for. when it comes to the over 70s, the latest figures from the uk's stats body the ons show take—up amongst white britons was the highest at 90%, dropping significantly for those who identify as black caribbean and black african — to 68 and 58% respectively. the appeal, which is backed by the nhs, has also been turned into a short film directed by amma asante, let's take a look. dear mums and dads. grandparents. aunties. uncles. i brothers. sisters. nephews. nieces. sons. daughters. cousins. we love you. we know we don't say it often enough. and sometimes we have our disagreements like families do. but wherever you are, we love you, from the bottom of our hearts, - and we know you love us. and we want to see you again. covid—i9 has kept us apart for way too long. we want to hug you, we want to celebrate with you, we want to worship with you. we want to play video games with you, preferably in the same room. so that we can see the look on your face when we beat you. but in order to do all that, we all need to take the covid—i9 jab. it's all of us in this together. sir lenny explained why he decided to make this film. i think the figure of less than 49% was a huge motivator for all of us. i was really... i was talking to some friends and colleagues of mine and just going, why aren't we taking the vaccine? it is the key way out of the pandemic. and it seemed to me that the way to do it was the way we approach the diversity issue, which was to write an open letter. so my colleagues and i put this letter together and we got some of the most high—profile names, extraordinary names, chiwetel ejiofor, thandie newton, baroness doreen lawrence, people like that. they all signed the letter. and then i suggested that amma asante, the brilliant director of belle and united kingdom, make a little film with people talking directly to our loved ones and friends and families saying, please take the jab, it is our way of protecting our community. and it came together really quickly. we wrote the letter, we asked amma, she agreed, in a couple of weeks we are making the film. people are all over the place. amma is in scandinavia, david harewood is in canada, adrian lester itself of the river so impossible to get hold of, and we made this little film with amma directness remotely —— adrian lester is south of the river. we don't want anybody else to die, and a disproportionate amount of black people are dying of coronavirus and if there is a way out and the vaccine is our way out, we want our loved ones, friends and families to take it up and do what everyone else is doing. what we say is, please talk to a medical professional. do not get your information from days down the pub or uncle charlie on the zoom call. go to your gp or the nhs website and get the proper information and take the jab, because we don't want anybody else to die. he because we don't want anybody else to die. . , . . sir lenny also described his experience of getting his second covid vaccine. it was like the it's a small world ride at disney, we went round in a circle, you did not get to ride in the teacups at the end. they send un and aid your little cards with the information, ifound it emotional, because when the doctor was cleaning my arm, ijust because when the doctor was cleaning my arm, i just gushed because when the doctor was cleaning my arm, ijust gushed about because when the doctor was cleaning my arm, i just gushed about what because when the doctor was cleaning my arm, ijust gushed about what has been going on, how long it has been, lockdown, coronavirus, misinformation, conspiracy theory. because of lockdown and i have not been out very often, ijust had to talk to somebody, it was like that, i was just talking to the poor doctor full that they were saying, you can leave now, and there are no digestive biscuits, just get out! let's talk now to drjoseph omofuma, a gp in rochdale, and a clinical lead for greater manchester's caribbean and african health network which has been running regular health awareness sessions on covid vaccination. he's also a pastor. hello. good morning. can you tell us some of the reasons why some black people have not got the vaccine yet? thank you, victoria. i think there is a genuine concern, if you listen to what sir lenny was saying, about having an issue with authority. black people generally have concerns about the motive of the authorities and a genuine concern that the covid—i9 pandemic has simply made that more prominent and opened it up more. it does not mean what the authority was, it is not about a labour all conservative government, it is a general lack of trust in the government and their intentions. that is what other biggest factors people have spoken to us about in terms of why they do not want the vaccine. ., , ., , , .,, vaccine. couple of things people have said to _ vaccine. couple of things people have said to me _ vaccine. couple of things people have said to me about _ vaccine. couple of things people have said to me about why - vaccine. couple of things people have said to me about why they| vaccine. couple of things people - have said to me about why they were waiting, they were waiting to see with any reaction against the vaccine from the wider population, another one was that it has all come so quickly, they are not quite sure, almost like sense speeds which some people see as a success actually makes people feel suspicious, and the number of women saying they were trying for a baby and were going to wait to have the vaccine, when the vaccine has no impact on people trying to get pregnant. you have raised a very _ trying to get pregnant. you have raised a very important - trying to get pregnant. you have raised a very important point, i raised a very important point, across—the—board, whether black, across—the—boa rd, whether black, ethnic across—the—board, whether black, ethnic minority or not, there are concerns about the speed at which the vaccine was developed, what we had 30 people at the same technology used to fight cancer, to fight genetic disorders is the same technology used now to develop this vaccine. also the uk stands head and shoulders above in terms of our ethics and how things are processed, so you do not get things going through the mill, it has to be properly tested, this is the message they have been sending to people, thatis they have been sending to people, that is why i love what sir lenny henry has done, you do not take your volvo to a bicycle repair, talk to the professionals. with regards to pregnancy and fertility, unfortunately, as you are probably well aware, there are lots of conspiracies on the internet about how this is meant to be population control also consider black people, there have been a lot of concerns about this —— or how this is targeted at black people. there is no evidence it affects fertility or pregnant people. if no evidence it affects fertility or pregnant neonate-— no evidence it affects fertility or pregnant people. if you are black, caribbean or _ pregnant people. if you are black, caribbean or black— pregnant people. if you are black, caribbean or black african, - pregnant people. if you are black, caribbean or black african, 68% l pregnant people. if you are black, | caribbean or black african, 68% of black caribbean people had gone for the vaccine, 58% for black african, compared to 90% of white britons, they are pretty low figures. see you expect us to increase? taste they are pretty low figures. see you expect us to increase?— expect us to increase? we hope so. do ou expect us to increase? we hope so. do you exneet _ expect us to increase? we hope so. do you expect those _ expect us to increase? we hope so. do you expect those to _ expect us to increase? we hope so. do you expect those to increase? i do you expect those to increase? they will not. as i said your backroom staff, in the last 12 months my organisation has been carrying out health talk seppi saturday for one hour, engaging the community and talking with them about concerns, and one of the main trust has been educating people about the vaccine, answering questions, allaying fears, bringing in geneticist and microbiologists, professionals, and slowly but surely people are warming up. we need to do more. in my role as a pastor be have been education religious readers —— educating religious leaders, we are educating religious leaders, we are educating community leaders to make sure they are at the forefront of bringing this message across. let’s bringing this message across. let's ho -e so. bringing this message across. let's hone s0- by — bringing this message across. let's hone s0- by the — bringing this message across. let's hope so. by the way, _ bringing this message across. let's hope so. by the way, i _ bringing this message across. let's hope so. by the way, i have not got any backroom staff, just to clear that up, we are all 18! thank you, drjoseph omofuma. —— we are all one team. if you are black and you have not had the vaccine yet, what is your reason? let me know. you just heard drjoseph omofuma spell couple more of those myths that are on the internets. you can message me on instagram or twitter or send me an e—mail. the headlines on bbc news... on front pages around the world, borisjohnson joins over 20 other leaders in calling for a global treaty to prepare forfuture pandemics coronavirus probably originated in bats, before infecting humans — the conclusion of a long awaited world health organization report seen by the bbc. dozens of high profile stars join a campaign by sir lenny henry to encourage black people to get the covid—19 vaccine, urging people to �*trust the facts' and get the jab. in the us, witnesses have given powerful testimonies of the final moments of the life of george floyd, on the opening day of the trial of the former police officer accused of his murder. prosecutors showed the jury video footage of derek chauvin kneeling on mr floyds neck for more than nine minutes. he denies the charges against him. our correspondent, lebo diseko sent this report from minneapolis. let's all say, i do. i do. thank you, you may be seated. derek chauvin facing a jury of his peers. the central question for both sides in this case, what caused george floyd's death? we are going to ask that you find him guilty. the prosecution says it was chauvin kneeling on his neck for nine minutes and 29 seconds. on may 25 of 2020, mr derek chauvin betrayed his badge, when he used excessive and unreasonable force upon the body of mr george floyd. counsel, mr chauvin... the defence argued that the officers were facing an increasingly hostile crowd, distracting them from mr floyd's care. his death, they said, was the result of drug use and poor health. the evidence will show that mr floyd died of a cardiac arrhythmia that - occurred as a result - of hypertension, his coronary disease, the ingestion _ of methamphetamine and fentanyl and the adrenaline flowing - through his body, all of which acted to further compromise - an already compromised heart. among the opening day's witnesses a 9/11 dispatch worker who was watching the arrest by a police camera. she was so alarmed by what she saw, that she rang the officer's supervisor. this is the most high—profile police brutality case to be tried in the us for decades. race isn't being mentioned in court, but its significance is inescapable. people across this country and the world are watching what happens here closely. lebo diseko, bbc news, minneapolis. container ships have started sailing through the suez canal again, after it was blocked for nearly a week. the trapped ever given caused a trafficjam of around 400 other vessels. the canal links the mediterranean to the red sea. experts say the backlog will takes days to clear. nike is suing the designer behind a pair of controversial trainers known as "satan shoes," made in collaboration with rapper lil nas x. the artist worked with a streetwear company to release the black and red trainers which were made using modified nike air max 97s. they're said to contain a drop of real human blood in the soles. nike says it doesn't approve or authorise them and has filed a trademark infringement lawsuit in the united states. it's one of the uk's most popular tourist destinations, and now it's becoming an increasingly sought after place to live. record numbers of people are moving to cornwall to seek a new life by the sea. john maguire has taken a look. i cannot think what is attracting people to that beautiful part of the country, so please tell us! it is people to that beautiful part of the country, so please tell us!- country, so please tell us! it is a real head _ country, so please tell us! it is a real head scratcher, _ country, so please tell us! it is a real head scratcher, execute --| real head scratcher, execute —— especially when you see these images above falmouth, it is a glorious day. we spoke to carol kirkwood furlough n'jie nature that they would be sunny. if you come here on you would be most used to it —— we spoke to carol kirkwood and she nature it would be sunny. you have to wait crashing into the cliffs and the dramatic service beaches, but condo is notjust these sorts of images, it is not the richest country in the uk by any stretch of the imagination and housing is always a challenge, partly because of the high incidence of second home ownership, but we are talking about something different today. because of the pandemic that has been a doubling in the number of people moving to the countryside, to places like devon and cornwall, seeking a quieter life, trying to get away from the rat race, essentially. it's long been a hotspot for holiday—makers, but increasingly cornwall is now a hotspot for house—buyers. not second homeowners, but people who want to live here all year round. it's a bit awkward, isn't it, trying to dodge each other all the time! paul and jill rafter are moving down from bristol. so, you've got utility room in there. but with such high demand for homes, there's stiff competition and they fear being priced out of the market. from a location point of view, this is ideal for us. yeah. we love the sea, we love being by it, in it, on it. so, you know, it'sjust an ideal place for us to live. so, yeah, we really want to move down here but it, it's difficult because, you know, some people have got crazy money and we are not in that situation. we want to move down here, we need to sell our house, we want to make a life here and, you know, so wejust have to wait and see. oh, here is one of them. hi, darling. and the plan is forjill�*s two daughters and their family to move here as well. here we go, what do you think of this? emma ward is an estate agent based on the north coast in st agnes. she says sometimes people will buy houses without seeing them in person. and it gives you the sort of opportunity to do something major to it, doesn't it? and prices are rising. we're having properties that are going way above the asking price. having to go into a best and final offer situation, where we wouldn't have had that every day before. is there enough property? no, absolutely not! we need more property. this is the old victorian schoolhouse in st agnes. and more than 20 years ago, i rented and lived in a flat here. during that period of time, the village has changed hugely. more businesses, more people, far more houses. but the last 12 months has seen a real accelerated pace of change due to the pandemic. cornwall�*s reputation for wild beauty is well deserved but economically, this isn't a rich county. an influx of investment is welcome, but there are concerns that higher prices paid by new arrivals will put prices out of reach for many local people. we welcome people wanting to come and live here, work here and contribute to the economy and vitality of the place. the problem is, though, it is depriving many of the local population, particularly the younger population, who want to stay here and thrive in cornwall, from becoming part of the community. it's tending to force them out somewhat. this is the old vicarage flats where we are proposing to turn, renovate four flats... and those working to create more affordable homes say it's important that there is a variety of housing available. the housing market is unaffordable for people here now. people earning 18, £20,000, they're never going to get onto the property ladder when average prices are around about 350,000 and more. and then that also reflects back into the rental market. so the unaffordability of renting too becomes an issue for local people as they grow up. the pandemic has changed much about the way we live our lives now and for many people it's the catalyst that will persuade them to make the leap and change their lives forever. so is there are challenges ahead, of course, but the pandemic has changed the way lots of us view our lives, where we want to be, where people want to bring up that children, as we saw in that report. and making sure there is enough housing available for people at all bands throughout the economic profile of a county. that is extremely important in a place like cornwall. the sun is shining, it looks magnificent but it masks some underlying social issues. though important to strike that balance, but increasingly when we get back to some sense of normality after the pandemic, if people are continuing to do things like working from home at a higher level, then good broadband and good connectivity means it does not matter if you live in canary wharf or cornwall, and on a day like today, it is really showing itself in the best light. studio: you have caught the sun already, john? it studio: you have caught the sun already. john?— studio: you have caught the sun already, john? it does not take long for me, i already, john? it does not take long for me. i can _ already, john? it does not take long for me. i can get — already, john? it does not take long for me, i can get a _ already, john? it does not take long for me, i can get a postcard - already, john? it does not take long for me, i can get a postcard from i already, john? it does not take long for me, i can get a postcard from a l for me, i can get a postcard from a sunny country and get sunburned, i tell you! sunny country and get sunburned, i tell ou! ., ., tell you! now the weather with carol. hello again. yesterday temperatures reached 20.1; celsius across some parts of southern england, making of the warmest day of this year so far. but some could be warmer than that today in the sunshine. so a lot of sunshine for england and wales. northern ireland and scotland, a bit more cloud, but you will still see some breaks. there is still this persistent rain across the north and the west where temperatures will be about 8—11. further south you come, the higher the temperature we could see 23 as a high this afternoon. tonight, we still have this rain sweeping in to northern ireland and a bit more of scotland as it sinks south. a bit more cloud lapping onshore from the irish sea. not as cold a night in southern areas as it was last night, temperatures a bit lower in the north than they were last night. so tomorrow, we start off with this rain. as it sinks south it will start to weaken and cold air will dig in behind it and so we will see some wintry showers with height. but for england and wales a lot of sunshine. a bit more cloud at times in the west and later we could see some of that coming in across southern counties. hello this is bbc news. hello, this is bbc news. i'm victoria derbyshire. the headlines: borisjohnson joins over 20 other leaders in calling for a global treaty to prepare forfuture pandemics. coranavirus probably originated in bats, before infecting humans — the conclusion of a world health organization report seen by the bbc. dozens of high profile stars join a campaign by sir lenny henry to encourage black people to get the covid—19 vaccine — he says �*trust the facts�* and get the jab. it was good. it didn�*t hurt. it was fine. there were no after effects. we sat afterwards in the place altogether, nobody quite talking to each other. not a biscuit! not even a biscuit! not even a cup of tea! and the suez canal reopens to traffic — after that mega ship blocked the trade route for nearly a week. sport and for a full round up, from the bbc sport centre, here�*sjohn watson. thanks, victoria. good morning. sergio aguero — manchester city�*s all time record goalscorer will leave the club at the end of the season after being told they wont be renewing his contract. the striker produced one of the premier league�*s greatest moments, grabbing an injury—time winner against qpr to pip rivals manchester united to their first title in 44 years. just one of many goals he has scored. his goalscoring exploits helped transform the club into a european force. he could bow out with more silverware with city still fighting on four fronts. the stats really speak for themselves. he�*s scored 257 goals in 384 games. that premier league title in 2012, one of four he�*s won with the club. he�*s lifted the fa cup, five league cups. but at 32, his former teammate micah richards believes he could have stayed on for one more season. the premier league might be too physicalfor him right now and the demands that pep needs from his players, that might be the reason he won�*t. but you�*re telling me if aguero�*s fit, fully fit, even at the age of 33, for next season, that he can�*t score 15, 20, 25 goals in a season? of course he can. online racist abuse is a problem "too toxic to ignore", that�*s according to the former arsenal and france striker thierry henry, who�*s removed himself from social media. speaking on the bbc�*s newsnight programme, he said serious change needed to come. it is time to take a stand. it is time to make people realise that it�*s not ok to get abused online. it's it�*s not ok to get abused online. it�*s not ok to get bullied or harassed online. the effect it can have on your mental health is second to none. i thought personally for me it was time to take a stand. it is too easy to get an account and just get away with it at times. the republic of ireland manager stephen kenny says he�*ll back his players if they want to make a stand against human rights abuses in qatar, as they play the gulf state in a friendly in hungary later. denmark, norway, germany and the netherlands have all protested over labour conditions faced by migrant workers, with a recent study claiming 6,500 had died in the ten years since qatar was named as host of the 2022 world cup. is it the handing out of the world cup initially? is that the problem, to qatar, or should teams refuse to go and players refuse to play? those are different matters. it�*s a broader picture in sport. what other countries do you pick and say, you can�*t do that, so it is a very, very complex issue and something that needs a wider debate, maybe. one of next month�*s fa cup semi—finals will be used to pilot the return of fans to sporting venues. we don�*t know which one yet. a maximum of 4,000 spectators from the local area will be invited to wembley, rather than travelling fans from any of the teams. and we now know what caused the hand injury to england bowlerjofra acher. he was cut when a fish tank he was cleaning smashed. that was in january, before he went on the tour of india, and although he managed to play, he had surgery yesterday to remove a small piece of glass from his finger. he�*d already returned home early, for treatment on an elbow injury, and he�*ll miss the start of the indian premier league, on friday week. what a run naomi osaka is on. her winning streak now stands at 23 matches, after she reached the quarter—finals of the miami open, after beating elise mertens in straight sets. the world number two hasn�*t lost a match for over a year. she�*s taken the us open and australian open titles in that time. good luck to maria sakkari who she faces next in florida. that�*s all the sport for now. thank you very much. it has just gone 9:35am. police in london are appealing for help in tracing a teenager who has been missing for a week. richard okorogheye who is 19, was last seen leaving his home in west london. we�*re going to talk now to richard�*s mum evidencejoel, and his dad, christian okorogheye. thank you forjoining us. i wonder if you could tell our audience what you know about richard�*s last movements? haste you know about richard's last movements?— you know about richard's last movements? ~ ., ., movements? we saw on the camera richard leaving — movements? we saw on the camera richard leaving home _ movements? we saw on the camera richard leaving home heading - movements? we saw on the camera richard leaving home heading to - richard leaving home heading to ladbroke grove, sainsbury�*s area. when was the last time you had seen him? ., a, . when was the last time you had seen him? ., . ., 3 g; him? the 22nd of march at 8.34 leavin: him? the 22nd of march at 8.34 leaving home — him? the 22nd of march at 8.34 leaving home but _ him? the 22nd of march at 8.34 leaving home but i _ him? the 22nd of march at 8.34 leaving home but i left - him? the 22nd of march at 8.34 leaving home but i left him - him? the 22nd of march at 8.34j leaving home but i left him here him? the 22nd of march at 8.34 i leaving home but i left him here at 7:30pm going to work.— leaving home but i left him here at 7:30pm going to work. because you are a nurse — 7:30pm going to work. because you are a nurse and _ 7:30pm going to work. because you are a nurse and you _ 7:30pm going to work. because you are a nurse and you were _ 7:30pm going to work. because you are a nurse and you were on - 7:30pm going to work. because you are a nurse and you were on a i 7:30pm going to work. because you are a nurse and you were on a night| are a nurse and you were on a night shift? i are a nurse and you were on a night shift? ., , , ., are a nurse and you were on a night shift?_ when _ are a nurse and you were on a night shift?_ when you i are a nurse and you were on a night shift?_ when you came | shift? i was, yeah. when you came back! shift? i was, yeah. when you came back i think — shift? i was, yeah. when you came back i think you _ shift? i was, yeah. when you came back i think you left _ shift? i was, yeah. when you came back i think you left food _ shift? i was, yeah. when you came back i think you left food outside i back i think you left food outside his room because it would be normal for him to be in his room?— for him to be in his room? exactly. when the food _ for him to be in his room? exactly. when the food wasn't _ for him to be in his room? exactly. when the food wasn't eaten i for him to be in his room? exactly. when the food wasn't eaten was i for him to be in his room? exactly. i when the food wasn't eaten was when when the food wasn�*t eaten was when you realised something was wrong, i presume? you realised something was wrong, i resume? , you realised something was wrong, i presume?- what _ you realised something was wrong, i presume?- what did - you realised something was wrong, i presume?- what did you i you realised something was wrong, i presume?- what did you do | presume? exactly. what did you do then? i presume? exactly. what did you do then? i called _ presume? exactly. what did you do then? i called his _ presume? exactly. what did you do then? i called his phone, _ presume? exactly. what did you do then? i called his phone, there i presume? exactly. what did you do then? i called his phone, there was no answer. — then? i called his phone, there was no answer. it _ then? i called his phone, there was no answer, it wasn't _ then? i called his phone, there was no answer, it wasn't going - then? i called his phone, there was no answer, it wasn't going through | no answer, it wasn�*t going through at all, then i knocked on his door, no response, i knocked again, no response, so because he usually locks his door, so i had no access, so what i did was i got the locksmith to open it. when they opened at the room was empty so i immediately went downstairs to see his friends he is normally supposed to be with and i was told that he didn�*t turn up to their house last night. didn't turn up to their house last niuht. �* ., ., , , ., night. and would that be unusual, christian? would _ night. and would that be unusual, christian? would it _ night. and would that be unusual, christian? would it be _ night. and would that be unusual, christian? would it be unusual- night. and would that be unusual, christian? would it be unusualfor| christian? would it be unusual for richard to go off and not meet his friends?- never _ richard to go off and not meet his friends?- never done i richard to go off and not meet his friends? heater. never done anything friends? never. never done anything like that before? _ friends? never. never done anything like that before? never. _ friends? never. never done anything like that before? never. what i friends? never. never done anything like that before? never. what is i friends? never. never done anything like that before? never. what is he l like that before? never. what is he like, christian? _ like that before? never. what is he like, christian? tell— like that before? never. what is he like, christian? tell us _ like that before? never. what is he like, christian? tell us about i like that before? never. what is he like, christian? tell us about your i like, christian? tell us about your son? , ., ., son? he is one of those gentle aiant, son? he is one of those gentle giant. very _ son? he is one of those gentle giant. very quiet. _ son? he is one of those gentle giant, very quiet, and - son? he is one of those gentle i giant, very quiet, and sometimes he .oes giant, very quiet, and sometimes he goes around — giant, very quiet, and sometimes he goes around with his friends around the area _ goes around with his friends around the area here. somehow something happened _ the area here. somehow something happened and that's where we are. what _ happened and that's where we are. what do _ happened and that's where we are. what do you think has happened? we what do you think has happened? - don't know. i mean, richard is a don�*t know. i mean, richard is a very civilised boy. he�*s very focused, intelligent, loved by everyone. we feel richard has been taken away. he went to a friend and something happened there. i taken away. he went to a friend and something happened there.- something happened there. i know that he's been _ something happened there. i know that he's been studying _ something happened there. i know that he's been studying at - something happened there. i know that he's been studying at home i something happened there. i know| that he's been studying at home for that he�*s been studying at home for most of the last year. is that right, evidence? because he has a sickle—cell and wasn�*t able to go to oxford brookes where he was doing business and it?— business and it? exactly, he was told to shield _ business and it? exactly, he was told to shield since _ business and it? exactly, he was told to shield since we _ business and it? exactly, he was told to shield since we had i business and it? exactly, he was| told to shield since we had covid. so most of his studying, all of his study he was doing it online because they had no class. haifa study he was doing it online because they had no class.— they had no class. how hard was it for him to — they had no class. how hard was it for him to shield _ they had no class. how hard was it for him to shield for _ they had no class. how hard was it for him to shield for all _ they had no class. how hard was it for him to shield for all that i they had no class. how hard was it for him to shield for all that time? j for him to shield for all that time? it was difficult because although he abides by the law, he is used to going to the park, he is a very tall boy, used to go to the park with his friend playing basketball, go out for a walk with friends, and then come back home. so definitely it was hard he couldn�*t do anything any more, he had to shield in his room for all that time since the covid started. that�*s a long time, really. could that have affected his mental health in any way, do think? it could have, imagine staying at home for that length of time without seeing friends, just indoors. the only time he had an opportunity to go out was when he was going to his appointments, really. and really, that�*s it. nothing else other than that. that's it. nothing else other than that. �* , ., , ., that. and christian, is he due to have another _ that. and christian, is he due to have another medical _ that. and christian, is he due to i have another medical appointment soon, as far as you know? absolutely.— soon, as far as you know? i absolutely._ and soon, as far as you know? - absolutely._ and that absolutely. soon, yeah. and that would be for _ absolutely. soon, yeah. and that would be for a _ absolutely. soon, yeah. and that would be for a blood _ absolutely. soon, yeah. and that| would be for a blood transfusion? absolutely. soon, yeah. and that i would be for a blood transfusion? it is, yeah. crossmatch and then a blood transfusion, yes. 50. is, yeah. crossmatch and then a blood transfusion, yes.- is, yeah. crossmatch and then a blood transfusion, yes. so, as far as ou blood transfusion, yes. so, as far as you know. _ blood transfusion, yes. so, as far as you know, evidence, _ blood transfusion, yes. so, as far as you know, evidence, did i blood transfusion, yes. so, as far as you know, evidence, did he i blood transfusion, yes. so, as far i as you know, evidence, did he leave without any medication? did he leave without any medication? did he leave without any medication? did he leave without any money?— without any money? yeah, all his medication _ without any money? yeah, all his medication is _ without any money? yeah, all his medication is still _ without any money? yeah, all his medication is still here, - without any money? yeah, all his medication is still here, he i without any money? yeah, all his medication is still here, he didn't| medication is still here, he didn�*t take any medication with him, no money, no jacket at all.— money, no 'acket at all. which obviously — money, no jacket at all. which obviously suggests _ money, no jacket at all. which obviously suggests he - money, no jacket at all. which obviously suggests he was i money, no jacket at all. which i obviously suggests he was coming back, does it?— back, does it? precisely because richard would _ back, does it? precisely because richard would not _ back, does it? precisely because richard would not go _ back, does it? precisely because richard would not go out - back, does it? precisely becausej richard would not go out without back, does it? precisely because i richard would not go out without his jacket. he knows himself to wear a jacket. he knows himself to wear a jacket if he�*s going anywhere far. so definitely, he was coming back. he was coming back home, yeah. serra; he was coming back home, yeah. sorry to interrupt- — he was coming back home, yeah. sorry to interrupt. how— he was coming back home, yeah. sorry to interrupt. how long _ he was coming back home, yeah. sorry to interrupt. how long after he went missing did you contact the police? after i discovered, i think i spoke to them around 5.00. fin afterl discovered, ithinki spoke to them around 5.00.— afterl discovered, i think! spoke to them around 5.00. on the tuesday orthe to them around 5.00. on the tuesday or the wednesday? _ to them around 5.00. on the tuesday or the wednesday? it _ to them around 5.00. on the tuesday or the wednesday? it was _ to them around 5.00. on the tuesday or the wednesday? it was on - to them around 5.00. on the tuesday or the wednesday? it was on tuesday j or the wednesday? it was on tuesday the same day- — or the wednesday? it was on tuesday the same day. the _ or the wednesday? it was on tuesday the same day. the morning _ or the wednesday? it was on tuesday the same day. the morning of - or the wednesday? it was on tuesday the same day. the morning of the i the same day. the morning of the same day. the same day. the morning of the same da . �* ., , ., the same day. the morning of the same day-— the same day. the morning of the same da . �* ., , ., ., same day. and how did you feel? how do ou feel same day. and how did you feel? how do you feel you _ same day. and how did you feel? how do you feel you have _ same day. and how did you feel? how do you feel you have been _ same day. and how did you feel? how do you feel you have been treated i same day. and how did you feel? how do you feel you have been treated by. do you feel you have been treated by the met? , do you feel you have been treated by the met?- why _ do you feel you have been treated by the met?- why do _ do you feel you have been treated by the met?- why do you i do you feel you have been treated by the met?- why do you say i the met? terrible. why do you say that? they — the met? terrible. why do you say that? they told _ the met? terrible. why do you say that? they told me _ the met? terrible. why do you say that? they told me that... - the met? terrible. why do you say that? they told me that... l - the met? terrible. why do you say that? they told me that... i was i that? they told me that... i was told that richard _ that? they told me that... i was told that richard was _ that? they told me that... i was told that richard was an - that? they told me that... i was told that richard was an adult, i that? they told me that... i was i told that richard was an adult, he can make his decisions. he can go out and come back whenever he feels like it. ., , ., .,. out and come back whenever he feels like it. ., i. .,. ., out and come back whenever he feels like it. ., i. ., ., like it. how did you react to that? i said he like it. how did you react to that? i said he is _ like it. how did you react to that? i said he is a _ like it. how did you react to that? i said he is a young _ like it. how did you react to that? i said he is a young adult - like it. how did you react to that? i said he is a young adult with i like it. how did you react to that? i said he is a young adult with a i i said he is a young adult with a medical condition and he has left home without his medication, no jacket, no money, so i am worried, i am concerned about his well—being. i need help, i need you to look for him for me. their response was "sorry." him for me. their response was "sor ." , ., ., , ., "sorry." they have told us our officers have _ "sorry." they have told us our officers have been _ "sorry." they have told us our officers have been working i officers have been working tirelessly to locate richard using all investigative opportunities, enquiries, trolling cctv, talking to witnesses, following every lead and appealing for the public to help us in our work —— trawling cctv. welcome at the beginning they did nothing. that only took place sunday and yesterday, actually. they said they were working but anytime i called them they said there no update. i assume if you�*re doing something they should be a result, no? they kept telling us there was no? they kept telling us there was no update. that was not very encouraging. it was only sunday and yesterday actually i felt that they started doing something. who; yesterday actually i felt that they started doing something. why do you think it took them _ started doing something. why do you think it took them so _ started doing something. why do you think it took them so long? _ started doing something. why do you think it took them so long? because i think it took them so long? because they believe — think it took them so long? because they believe that _ think it took them so long? because they believe that richard _ think it took them so long? because they believe that richard is - think it took them so long? because they believe that richard is an i they believe that richard is an adult, he can make his decisions, despite the fact that he has a health condition. theyjust say he's an adult, you can do whatever he wants to do, he has his rights to his privacy. wants to do, he has his rights to his privacy-— wants to do, he has his rights to his riva .~ ., ., ., his privacy. what would you say to an one his privacy. what would you say to anyone watching _ his privacy. what would you say to anyone watching now— his privacy. what would you say to anyone watching now who - his privacy. what would you say to anyone watching now who may - his privacy. what would you say to l anyone watching now who may know where richard is? or maybe with richard, or if richard himself is able to see this now? i richard, or if richard himself is able to see this now?— richard, or if richard himself is able to see this now? i would tell richard personally, _ able to see this now? i would tell richard personally, come - able to see this now? i would tell richard personally, come home, | able to see this now? i would tell. richard personally, come home, we love you, we miss you terribly. we are not angry. wejust love you, we miss you terribly. we are not angry. we just want to know you are ok. we love you. the whole family love you. the community loves you. and if anyone has seen richard, please, tell richard to come home. please. tell him to come home. we need him at home. we also need to know if he's ok. even if he decides not to come, but we want to know he's fine whatever he is. he should tell the police he is fine. they should let us know he's ok. and whereabouts he is. should let us know he's 0k. and whereabouts he is.— should let us know he's 0k. and whereabouts he is. thank you both ve much whereabouts he is. thank you both very much for— whereabouts he is. thank you both very much for talking _ whereabouts he is. thank you both very much for talking to _ whereabouts he is. thank you both very much for talking to us. - whereabouts he is. thank you both very much for talking to us. thank| very much for talking to us. thank ou. very much for talking to us. thank yom thank _ very much for talking to us. thank yom thank yom — very much for talking to us. thank you. thank you. thank _ very much for talking to us. thank you. thank you. thank you, - very much for talking to us. thank i you. thank you. thank you, evidence and christian. _ you. thank you. thank you, evidence and christian. if— you. thank you. thank you, evidence and christian. if you _ you. thank you. thank you, evidence and christian. if you have _ you. thank you. thank you, evidence and christian. if you have any - and christian. if you have any information, please get in contact with the metropolitan police to find richard. i'm going to bring you this news from the office for national statistics. bearwith from the office for national statistics. bear with me, from the office for national statistics. bearwith me, i from the office for national statistics. bear with me, iam just clicking on it, their latest data, we get these figures every tuesday morning. they often make for grim reading, the number of deaths registered in england and wales that i have mentioned covid—i9 on the death certificate. the latest figures are a total of 963 deaths registered in england and wales and the mentioning coronavirus on the death certificate according to the ons. that is, however, the lowest number since last october, so the numbers are coming down. the figures, 36% down on the previous week's total, total of 963 deaths registered in england and wales in the week ending march 19 mentioning covid—i9 on the death i9 mentioning covid—i9 on the death certificate. the lowest number since last october. schools all over the country are dealing with allegations that they have ignored cases of sexual harrassment or abuse for years and tolerated a culture in which girls and young women do not feel safe. the founder of the website everyone�*s invited, soma sara, who we spoke to yesterday, has published thousands of testimonies from pupils past and present of sexaul assault and harassment. we can speak now tojulie robinson, chief executive of the independent schools council. hello. first of all, have you been on the website and read any of the testimonies?— on the website and read any of the testimonies? , ., ., , ., ., testimonies? yes, for anyone reading those testimonies, _ testimonies? yes, for anyone reading those testimonies, and _ testimonies? yes, for anyone reading those testimonies, and it's _ testimonies? yes, for anyone reading those testimonies, and it's a - testimonies? yes, for anyone reading those testimonies, and it's a really i those testimonies, and it's a really brave of these young people to come forward and share their stories, it is a huge wake—up call for all of us to know that these sorts of things have been going on and a school safeguarding procedures haven't picked them up. we come into this just devastated by what appears to be going on and seeking to learn lessons from it and speak to those people who are bringing forward stories, and ask them for their support and advice and engaged together. this is an issue notjust for schools, together. this is an issue notjust forschools, it together. this is an issue notjust for schools, it is for wider society, universities, and we all need to work together as parents and teachers and citizens to make sure we call out sexual harassment and that sort of behaviour doesn't continue. ., my , that sort of behaviour doesn't continue-— that sort of behaviour doesn't continue. ., , continue. you say it is a wake-up call but you _ continue. you say it is a wake-up call but you will— continue. you say it is a wake-up call but you will know _ continue. you say it is a wake-up call but you will know if - continue. you say it is a wake-up call but you will know if you - continue. you say it is a wake-up call but you will know if you have | call but you will know if you have been on the website that there are plenty of young women who say they went to the school head, or a trusted teacher, and nothing was done. , ., done. yes, where there are disclosures _ done. yes, where there are disclosures and _ done. yes, where there are disclosures and schools - done. yes, where there are disclosures and schools are j done. yes, where there are - disclosures and schools are able to know who made those disclosures, they are engaging with them to try to find out why they are saying that. , ., to find out why they are saying that. , . ., ., , u, , that. they are engaging now because it is on a website. _ that. they are engaging now because it is on a website. but _ that. they are engaging now because it is on a website. but from - that. they are engaging now because it is on a website. but from some - that. they are engaging now because it is on a website. but from some ofl it is on a website. but from some of these complaints they didn't engage when the young woman reported it. schools have a duty to engage and follow—up all allegations. i schools have a duty to engage and follow-up all allegations.- schools have a duty to engage and follow-up all allegations. i know, i know, but follow-up all allegations. i know, i know. but the _ follow-up all allegations. i know, i know, but the claims _ follow-up all allegations. i know, i know, but the claims are - follow-up all allegations. i know, i know, but the claims are that - follow-up all allegations. i know, i| know, but the claims are that some schools have not been taking them seriously. why might that be? the schools are saying to me they are absolutely determined to ensure that they grasp this issue, raise awareness further, bring in stronger disciplinary measures and review their school culture, their processes, and make it easierfor young people to be part of the process and understand what the follow up is going to be. there is a whole range, as you will know, of types of allegations, some of them meet the threshold for involving police and/ or involving children's services and schools have a duty to do that so if there is evidence schools have not done that then that will be taken extremely seriously. we spoke to simon bailey yesterday, the national police chiefs' council lead on child protection. he said he has no doubt that some schools will have covered up sexual assault allegations. what do you say to that? ., , ., allegations. what do you say to that? ., ,., allegations. what do you say to that? ., ., , �* ., that? he also said he doesn't have evidence of— that? he also said he doesn't have evidence of it. _ that? he also said he doesn't have evidence of it. again, _ that? he also said he doesn't have evidence of it. again, i— that? he also said he doesn't have evidence of it. again, i say - that? he also said he doesn't have evidence of it. again, i say where l evidence of it. again, i say where there is evidence of that behaviour it is taken very seriously because schools simply have to prioritise the well—being of children. it is not about reputation, it is about child protection.— not about reputation, it is about child protection. when you say it is taken seriously, _ child protection. when you say it is taken seriously, what _ child protection. when you say it is taken seriously, what do _ child protection. when you say it is taken seriously, what do schools . child protection. when you say it is i taken seriously, what do schools do? schools have to follow the keeping children safe in education guidance and separate peer on peer abuse allegations guidance and they have to follow up under guidance itself dictates what the threshold is for informing police and children's services. it is broader than that, schools have a duty of care to the children they are dealing with to support them and i know simon bailey introducing a new police helpline which will be welcome in collecting more data so we can see what the trends and patterns are and find out what is really going on here. thank ou ve what is really going on here. thank you very much _ what is really going on here. thank you very much for _ what is really going on here. thank you very much for talking - what is really going on here. thank you very much for talking to - what is really going on here. thank you very much for talking to us. . a campaign group set up by parents has sent a letter to the education secretary threatening to take the government to court over its recommendation that secondary school children wear masks in classrooms. the group, called usforthem, say that the health and welfare of children is at stake, and that there is no credible scientific evidence to support the use of masks — which they believe has led to reports of children suffering from headaches, nausea and fatigue. the government has said it'll reassess its recommendation over easter. i am joined now by one of the founders of the group, molly kingsley, and by craig d'cunha, executive principal of chantry academy — a secondary school in ipswich, and part of the active learning trust, and by diba hafezi, who is a year 9 student at a comprehensive school in ascot. welcome all of you and thank you for talking to us. molly kingsley, what is your objection to mask wearing in the secondary school? i is your objection to mask wearing in the secondary school?— the secondary school? i think our ob'ection the secondary school? i think our objection is _ the secondary school? i think our objection is about _ the secondary school? i think our objection is about the _ objection is about the decision—making process of department for education, like all public bodies, it has a duty to act proportionately in decisions it makes and on the one hand you have no new evidence in terms of the evidence base for introducing this requirement to wear masks all through the school day and on the other hand it looks to us like they simply haven't considered any evidence at all of potential disadvantages and even harms of wearing masks for this length of time. it wearing masks for this length of time. , ., , ., ., ., time. it is only a recommendation, of course. — time. it is only a recommendation, of course. they _ time. it is only a recommendation, of course, they are _ time. it is only a recommendation, of course, they are not _ time. it is only a recommendation, of course, they are not forcing - of course, they are not forcing pupils to wear masks. i of course, they are not forcing pupils to wear masks.- of course, they are not forcing pupils to wear masks. i would say in ractice it pupils to wear masks. i would say in practice it is — pupils to wear masks. i would say in practice it is much _ pupils to wear masks. i would say in practice it is much more _ pupils to wear masks. i would say in practice it is much more than - pupils to wear masks. i would say in practice it is much more than a - practice it is much more than a recommendation, so in fact department for education's guidance in places uses mandatory language and it is clear from what we have seen that schools are interpreting this as a direction. we have many examples of parents struggling to rely on exemptions, being told they cannot rely on exemptions without a doctor's note so the thought this is just a recommendation ignores the reality on the ground. has just a recommendation ignores the reality on the ground.— reality on the ground. as you know the world health _ reality on the ground. as you know the world health organization - reality on the ground. as you know the world health organization say| the world health organization say masks should be used as part of a compressive strategy of measures to suppress transmission. the use of a mask alone is not sufficient to provide an adequate level of protection against covid—i9. it said there is evidence which shows covering your face can help provide a barrier to infectious droplets passing from person to person in busy areas. i passing from person to person in busy areas-— busy areas. i think it is interesting _ busy areas. i think it is interesting you - busy areas. i think it is interesting you have i busy areas. i think it is i interesting you have used the busy areas. i think it is _ interesting you have used the who guidance. me interesting you have used the who ruidance. �* ., ., guidance. i've got some of the scientific advice _ guidance. i've got some of the scientific advice i _ guidance. i've got some of the scientific advice i could - guidance. i've got some of the scientific advice i could quote | guidance. i've got some of the i scientific advice i could quote but go ahead. i’m scientific advice i could quote but no ahead. �* , ., go ahead. i'm sure! the other thing the who guidance _ go ahead. i'm sure! the other thing the who guidance clearly _ go ahead. i'm sure! the other thing the who guidance clearly says i go ahead. i'm sure! the other thing the who guidance clearly says is i go ahead. i'm sure! the other thing the who guidance clearly says is if| the who guidance clearly says is if national authorities are going to roll out this to children they have to set up data evaluation to assess the potential harm and the impact of the potential harm and the impact of the measure on children and this was never done. so whatever the evidence on the one side that it may or may not stop transmission, we are in a situation where we have, or we appear to have absolutely no data around the impact of the measure and it's hard to see how any authority can make a proportionate decision in that circumstance.— what is the impact of wearing a mask? it what is the impact of wearing a mask? ., , ., ., ., mask? it would be one hour and then we leave the — mask? it would be one hour and then we leave the lesson _ mask? it would be one hour and then we leave the lesson and _ mask? it would be one hour and then we leave the lesson and go _ mask? it would be one hour and then we leave the lesson and go to - we leave the lesson and go to another— we leave the lesson and go to another room so it would be an hour every— another room so it would be an hour every time — another room so it would be an hour everytirne it— another room so it would be an hour every time. it was definitely hard at the _ every time. it was definitely hard at the beginning but then i started to understand why we had to wear a mask_ to understand why we had to wear a mask and _ to understand why we had to wear a mask and how important it was and then i_ mask and how important it was and then i learned how to deal with it. does _ then i learned how to deal with it. does your— then i learned how to deal with it. does your school compel you to wear it, or could you decide not to if you wanted to?— it, or could you decide not to if you wanted to? they do advise us that we have _ you wanted to? they do advise us that we have two _ you wanted to? they do advise us that we have two where _ you wanted to? they do advise us that we have two where it - you wanted to? they do advise us that we have two where it but i you wanted to? they do advise us that we have two where it but if . you wanted to? they do advise us i that we have two where it but if our parents _ that we have two where it but if our parents have sent them an e—mail about— parents have sent them an e—mail abouta— parents have sent them an e—mail about a disability, or a reason why they don't— about a disability, or a reason why they don't want us to wear a mask it isn't forced — they don't want us to wear a mask it isn't forced on us.— isn't forced on us. craig d'cunha, are ou isn't forced on us. craig d'cunha, are you interpreting _ isn't forced on us. craig d'cunha, are you interpreting the - isn't forced on us. craig d'cunha, i are you interpreting the department for education's recommendation as an instruction? his. for education's recommendation as an instruction? ., ., , instruction? no, we are using it sensibly in _ instruction? no, we are using it sensibly in terms _ instruction? no, we are using it sensibly in terms of— instruction? no, we are using it sensibly in terms of an - instruction? no, we are using it i sensibly in terms of an expectation that students — sensibly in terms of an expectation that students should _ sensibly in terms of an expectation that students should be _ sensibly in terms of an expectation that students should be taking i sensibly in terms of an expectation that students should be taking one j that students should be taking one of these _ that students should be taking one of these mitigations _ that students should be taking one of these mitigations and _ that students should be taking one of these mitigations and using i that students should be taking one of these mitigations and using it i of these mitigations and using it alongside — of these mitigations and using it alongside the _ of these mitigations and using it alongside the others. _ of these mitigations and using it alongside the others. we - of these mitigations and using it alongside the others. we have l of these mitigations and using it alongside the others. we have a range _ alongside the others. we have a range of— alongside the others. we have a range of things _ alongside the others. we have a range of things we _ alongside the others. we have a range of things we have - alongside the others. we have a range of things we have put i alongside the others. we have a range of things we have put in. alongside the others. we have a i range of things we have put in place to try— range of things we have put in place to try and _ range of things we have put in place to tryand keep— range of things we have put in place to try and keep children _ range of things we have put in place to try and keep children safe - range of things we have put in place to try and keep children safe in- to try and keep children safe in education _ to try and keep children safe in education and _ to try and keep children safe in education and one _ to try and keep children safe in education and one of— to try and keep children safe in education and one of those i to try and keep children safe in education and one of those is i to try and keep children safe in. education and one of those is the facenrask — education and one of those is the facenrask we _ education and one of those is the facemask. we are _ education and one of those is the facemask. we are asking - education and one of those is the| facemask. we are asking students education and one of those is the i facemask. we are asking students in our school— facemask. we are asking students in our school to — facemask. we are asking students in our school to ensure _ facemask. we are asking students in our school to ensure that _ facemask. we are asking students in our school to ensure that they i facemask. we are asking students in our school to ensure that they wearl our school to ensure that they wear facemasks — our school to ensure that they wear facemasks in — our school to ensure that they wear facemasks in lessons _ our school to ensure that they wear facemasks in lessons unless - our school to ensure that they wear facemasks in lessons unless there i our school to ensure that they wearl facemasks in lessons unless there is an exemption, — facemasks in lessons unless there is an exemption, and— facemasks in lessons unless there is an exemption, and that _ facemasks in lessons unless there is an exemption, and that could - facemasks in lessons unless there is an exemption, and that could be i an exemption, and that could be based _ an exemption, and that could be based upon _ an exemption, and that could be based upon anxiety _ an exemption, and that could be based upon anxiety or— an exemption, and that could be based upon anxiety or a - an exemption, and that could be based upon anxiety or a medicalj based upon anxiety or a medical condition — based upon anxiety or a medical condition. �* , ., based upon anxiety or a medical condition. . , ., ., based upon anxiety or a medical condition. �* , ., ., ~' condition. are you worried, like molly was _ condition. are you worried, like molly was saying, _ condition. are you worried, like molly was saying, there - condition. are you worried, like molly was saying, there has i condition. are you worried, like i molly was saying, there has been no kind of analysis about the downside of mask wearing in secondary schools? i of mask wearing in secondary schools? ., , of mask wearing in secondary schools? ~ , ., ., ., schools? i think it is a range of different things. _ schools? i think it is a range of different things. we _ schools? i think it is a range of different things. we know i schools? i think it is a range of different things. we know that| schools? i think it is a range of i different things. we know that the whole _ different things. we know that the whole nation — different things. we know that the whole nation is _ different things. we know that the whole nation is currently - different things. we know that the whole nation is currently in - different things. we know that the whole nation is currently in a i whole nation is currently in a lockdown _ whole nation is currently in a lockdown and _ whole nation is currently in a lockdown and up _ whole nation is currently in a lockdown and up until - whole nation is currently in a lockdown and up until the i whole nation is currently in a i lockdown and up until the three weeks — lockdown and up until the three weeks up — lockdown and up until the three weeks up to— lockdown and up until the three weeks up to the _ lockdown and up until the three weeks up to the beginning i lockdown and up until the three weeks up to the beginning of i lockdown and up until the three. weeks up to the beginning of the easter— weeks up to the beginning of the easter holidays— weeks up to the beginning of the easter holidays we _ weeks up to the beginning of the easter holidays we were - weeks up to the beginning of the easter holidays we were the i weeks up to the beginning of the easter holidays we were the onlyj easter holidays we were the only people _ easter holidays we were the only people back— easter holidays we were the only people back in _ easter holidays we were the only people back in some _ easter holidays we were the only people back in some level- easter holidays we were the only people back in some level of- people back in some level of normality _ people back in some level of normality and _ people back in some level of normality and sending i people back in some level of. normality and sending students people back in some level of- normality and sending students back into school— normality and sending students back into school it — normality and sending students back into school it was _ normality and sending students back into school it was very— normality and sending students back into school it was very clear - normality and sending students back into school it was very clear we i into school it was very clear we wanted — into school it was very clear we wanted to _ into school it was very clear we wanted to ensure _ into school it was very clear we wanted to ensure that - into school it was very clear we wanted to ensure that all- into school it was very clear we i wanted to ensure that all students didn't— wanted to ensure that all students didn't actually— wanted to ensure that all students didn't actually act _ wanted to ensure that all students didn't actually act as _ wanted to ensure that all students didn't actually act as a _ wanted to ensure that all students didn't actually act as a centre i didn't actually act as a centre forward — didn't actually act as a centre forward dispersal— didn't actually act as a centre forward dispersal of- didn't actually act as a centre forward dispersal of the i didn't actually act as a centre i forward dispersal of the virus. there — forward dispersal of the virus. there is— forward dispersal of the virus. there is a _ forward dispersal of the virus. there is a number— forward dispersal of the virus. there is a number of- forward dispersal of the virus. i there is a number of mitigations we have had _ there is a number of mitigations we have had in— there is a number of mitigations we have had in place. _ there is a number of mitigations we have had in place. thinking - there is a number of mitigations we have had in place. thinking about. have had in place. thinking about all the _ have had in place. thinking about all the different— have had in place. thinking about all the different layers, _ have had in place. thinking aboutl all the different layers, everything we put _ all the different layers, everything we put in — all the different layers, everything we put in place _ all the different layers, everything we put in place ensures _ all the different layers, everything we put in place ensures the - all the different layers, everything i we put in place ensures the children can stay— we put in place ensures the children can stay in— we put in place ensures the children can stay in school. _ we put in place ensures the children can stay in school. we _ we put in place ensures the children can stay in school. we know- we put in place ensures the children can stay in school. we know the i can stay in school. we know the impact — can stay in school. we know the impact that _ can stay in school. we know the impact that students _ can stay in school. we know the impact that students not - can stay in school. we know the impact that students not being i can stay in school. we know the. impact that students not being in school _ impact that students not being in school has — impact that students not being in school has had _ impact that students not being in school has had on _ impact that students not being in school has had on some - impact that students not being in school has had on some of- impact that students not being in school has had on some of those| school has had on some of those social— school has had on some of those social elements _ school has had on some of those social elements within— school has had on some of those social elements within their i school has had on some of those i social elements within their school, within— social elements within their school, within their— social elements within their school, within their socialisation, _ social elements within their school, within their socialisation, so - social elements within their school, within their socialisation, so it i social elements within their school, within their socialisation, so it is. within their socialisation, so it is quite _ within their socialisation, so it is quite key— within their socialisation, so it is quite key that— within their socialisation, so it is quite key that this _ within their socialisation, so it is quite key that this is _ within their socialisation, so it is quite key that this is one - within their socialisation, so it is quite key that this is one thing l quite key that this is one thing that we — quite key that this is one thing that we do— quite key that this is one thing that we do amongst _ quite key that this is one thing that we do amongst many- quite key that this is one thing. that we do amongst many other quite key that this is one thing - that we do amongst many other things that we do amongst many other things that enables _ that we do amongst many other things that enables pupils _ that we do amongst many other things that enables pupils to _ that we do amongst many other things that enables pupils to stay _ that we do amongst many other things that enables pupils to stay in - that enables pupils to stay in school — that enables pupils to stay in school for _ that enables pupils to stay in school for as— that enables pupils to stay in school for as long _ that enables pupils to stay in school for as long as - that enables pupils to stay in school for as long as they i that enables pupils to stay in. school for as long as they can. molly. — school for as long as they can. molly. when— school for as long as they can. molly. when you _ school for as long as they can. molly, when you look - school for as long as they can. molly, when you look at i school for as long as they can. molly, when you look at the l school for as long as they can. - molly, when you look at the benefits of mask wearing, as opposed to the potential harms, don't they outweigh the harms? i potential harms, don't they outweigh the harms? ,, �* ~' potential harms, don't they outweigh the harms? t, �* ~ ~ ,, the harms? i don't think we know that. the evidence _ the harms? i don't think we know that. the evidence summary - the harms? i don't think we know that. the evidence summary that| that. the evidence summary that department for education based its decision on is very clear that there isn't strong evidence to suggest that schools drive transmission and we know that teachers and school staff as a group are not at higher risk than other professions. so i think this thought that you have to wear a mask to keep everyone in school safe, that wasn't the case in january, nothing changed evidentially, and in fact since then we have the vaccination roll—out which has been tremendously successful. i think your last guest putted really well in a different context talking about the fact schools have a duty to prioritise the well—being of children and we would say this measure clearly does not consider the well—being of children. not consider the well-being of children. ., ~ , ., not consider the well-being of children. ., ~' , ., . , not consider the well-being of children. ., ~ ., , . children. thank you all very much. thank you — children. thank you all very much. thank you for— children. thank you all very much. thank you for taking _ children. thank you all very much. thank you for taking time - children. thank you all very much. thank you for taking time to - children. thank you all very much. thank you for taking time to talk. children. thank you all very much. | thank you for taking time to talk to us today. diba hafezi, who is a year 9 student at a comprehensive school in ascot. craig d'cunha, executive principal of chantry academy — a secondary school in ipswich. and molly kingsley. it's going to be wet across north—west scotland, we still have that band of persistent rain courtesy of this weather front. but high—pressure is dominating the weather at the moment, so generally things are fine and settled away from the weather front. a lot of sunshine across england, wales, the channel islands as we go through today. for northern ireland and scotland there will be a wee bit more cloud at times but it will break especially in eastern areas but we hang onto this heavy and persistent rain across northern and western scotland. temperatures in lerwick only 8 degrees. any breaks in the sunshine, aberdeen could see 15, belfast16 in the sunshine, aberdeen could see 15, belfast 16 and as we come across england and wales a lot of blue sky, highs up to 23 degrees, 19 in st helier. through this evening and overnight the weather front producing all this rain starts to slowly slip southwards. and as it does so it will start to weaken from the north. ahead of it, a lot of dry weather, a bit more cloud lapping onshore from the irish sea at times, the temperature is not as low as they were in some parts of southern england last night but a wee bit lower across northern parts of the country. as we head into tomorrow, this weather front will continue to weaken as it slips slowly southwards, behind it cold air digs in so we will see some wintry showers on the tops of the mountains. but for england, wales, southern scotland, a lot of dry weather, a fair bit of sunshine, a bit more cloud coming in at times from the irish sea and to western facing coasts, and we could also see a bit more cloud in southern areas turning the sunshine hazy but still warm. on thursday here is our weather front across the south, again a fair bit of cloud, the odd spot of rain, northern areas are seeing a fair bit of cloud, the south hanging on to some brighter skies, and just hanging on to the higher temperatures, 20 degrees, so down on what we are looking at on wednesday but it is turning much colder from the north, wednesday but it is turning much colderfrom the north, 8 wednesday but it is turning much colder from the north, 8 degrees wednesday but it is turning much colderfrom the north, 8 degrees in aberdeen. on good friday, still a lot of dry weather but note the wind direction coming from more of a north or north—easterly direction, so still a fair bit of cloud, brighter skies out towards the west and temperatures on the way down, high in london is 11 degrees. this is bbc news — these are the latest headlines in the uk and around the world. uk prime minister borisjohnson joins over 20 other world leaders in calling for a global treaty to prepare forfuture pandemics. coranavirus probably originated in bats, before infecting humans — the conclusion of a world health organization report seen by the bbc. dozens of high profile stars join a campaign by sir lenny henry to encourage black people to get the covid—19 vaccine — he says 'trust the facts' and get the jab. it was good, it didn't hurt. it was fine, there were no after—effects. we sat afterwards in the place altogether, nobody quite talking to each other. not a biscuit. not even a biscuit, not even a cup of tea. if you're black and have decided not to have the vaccine yet, tell us the reasons why.

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