Thank you for coming in with us and to both of you forjoining us. Remember the governments � Catch Up tsar� . Kevin collins was appointed to coordinate the school his message to the government was itll cost you, Up To £15 Billion, were told, to Help Pupils to Catch Up on the Learning Theyve missed. Boris johnson balked at that, apparently. In all, the treasury has allocated £3. 1 billion how hard is this process of Catch Up . It how hard is this process of Catch U. . ,. , how hard is this process of Catch U . , y a,. , ~ how hard is this process of Catch Up . It is very hard, talk about the context, up . It is very hard, talk about the context. Over up . It is very hard, talk about the context, over a ten year up . It is very hard, talk about the context, over a ten Year Period i context, over a ten Year Period schools have faced pretty serious decline in our resourcing, Budget And Capacity so now we are faced unprecedented standards to try and help students to Catch Up not only on their learning but in vital social interaction in their development. There are a myriad of challenges out there. There have been some sensible ideas around Catch Up, things like tuition and extra support but at the moment we have to think about notjust short term but a long Term Plan as wealth. Shortterm but a longTerm Plan as wealth. �. � wealth. And at a time when youre t in to wealth. And at a time when youre trying to continue wealth. And at a time when youre trying to continue with wealth. And at a time when youre trying to continue with the wealth. And at a time when youre| trying to continue with the existing learning for the coming year presumably, across years were pupils have moved up in the School Or Move from primary to secondary, if there is a legacy of lost learning in the previous 18 months, that could have a significant lag on their ability to meet the goals you are setting them now . To meet the goals you are Setting Themnow . , ~ � , them now . Absolutely. And everyones estimation most them now . Absolutely. And everyones estimation most youngsters them now . Absolutely. And everyones estimation most youngsters have them now . Absolutely. And everyones estimation most youngsters have lost l estimation most youngsters have lost three months to six Months Loss of learning. Those with special Education And Learning needs have had a very difficult time as well. We are doing this against a background whether it is not much capacity within schools as it is, we already use after School Tuition and we are setup for Holiday Programmes for Summer Schools so trying to just Catch Up with where we are now is a really big challenge in itself but then to make up for the lost learning, for all the challenges, trying to help youngsters overcome really significant social, emotional challenges, it is a very difficult picture and to be honest, most of us within the profession were delighted to see the appointment of Kevin Collins and hear about his recommendations. He was ambitious for children and we were equally disappointed, feeling short changed by the provision which has been given. We recognise £3 million is a lot of money but it is not enough to make up for the things we have just been discussing. Make up for the things we have ust been discussing. � been discussing. Natalie, let me ask ou about been discussing. Natalie, let me ask you about the been discussing. Natalie, let me ask you about the research been discussing. Natalie, let me ask you about the research that been discussing. Natalie, let me ask you about the research that has been discussing. Natalie, let me ask| you about the research that has been donein you about the research that has been done in this area, has anyone tried to measure what kind of amount of falling behind that has been either in particular subject or ages, presumably it varies from people to people, give us a sense of what the impact has been. People, give us a sense of what the impact has been. Yes, absolutely, we must remember impact has been. Yes, absolutely, we must remember that impact has been. Yes, absolutely, we must remember that the impact has been. Yes, absolutely, we must remember that the national must remember that the national exams, must remember that the national exams, gcses and a levels, we have used teacher exams, gcses and a levels, we have used Teacher Assessed Grades for the last two used Teacher Assessed Grades for the last two years so that does not give us a compatible picture based on previous us a compatible picture based on previous years. But what we have been previous years. But what we have been doing previous years. But what we have been doing in my organisation is using been doing in my organisation is using almost real time Assessment Data by using almost real time Assessment Data by a using almost real time Assessment Data by a private Learning And Assessment provider. We have been doing assessment provider. We have been doing that assessment provider. We have been doing that analysis for the government to look at the extent of lost learning over the last year. What lost learning over the last year. What we lost learning over the last year. What we have found is that young people what we have found is that young people are on average about 3. 5 months people are on average about 3. 5 months behind. This was back in the spring months behind. This was back in the Spring Term months behind. This was back in the Spring Term so around march 2020. So 3. 5 Spring Term so around march 2020. So 55 months Spring Term so around march 2020. So 3. 5 months behind in maths and two months 3. 5 months behind in maths and two months behind on average in reading but importantly, going back to what jules was but importantly, going back to what jules was saying, those gaps are Wider Jules was saying, those gaps are wider for jules was saying, those gaps are wider for pupils from vulnerable and disadvantaged backgrounds. So in other words disadvantaged backgrounds. So in other words there disadvantaged backgrounds. So in other words there is disadvantaged backgrounds. So in other words there is a disadvantaged backgrounds. Sr 1 other words there is a double whammy, some Pewter Schools suffered more from covid in terms of the length of closures and families affected by it especially in parts of the north west, merseyside, local authorities there but then because of that, the kind of Catch Up is much worse for them or much bigger rather yes we see wide gaps especially in the north east, yorkshire and humberfor especially in the north east, yorkshire and humber for Example And Thatis yorkshire and humber for example and that is where we think government needs to be targeting the extra money. What is your perspective on this because in a previous life you were an English Teacher so you are suddenly faced with kids all of whom have this lack, that is quite a problem to deal with in the classes. It makes a huge demand on the professional skills of teacher because they have to first of all provide an assessment of how much Learning Lost has been for different children. It will be the same, some children. It will be the same, some children at home have access to Remote Learning, some have rooms to work in, some have parents, others dont. In all classes there will be differential losses of learning from children, then you have to work out how he will address those gaps in different children. And actually, because learning time has been lost, teachers have also got to think what is the essential knowledge and skills which are needed and what can we leave to be caught up another time . Because we have a curriculum thatis time . Because we have a curriculum that is very content driven so what are the essential elements of it. All those are highly professional decisions which teachers are making as well as teaching full time. Abs, decisions which teachers are making as well as teaching full time. By, lot as well as teaching fulltime. A lot of this is being as well as teaching fulltime. A lot of this is being done as well as teaching fulltime. A lot of this is being done on as well as teaching fulltime. A lot of this is being done on an of this is being done on an individual basis within schools because there is no template is aware . ,. ,. , aware . No, there is no template. It was a fine tuned, aware . No, there is no template. It was a fine tuned, finely aware . No, there is no template. It was a fine tuned, finely honed was a fine tuned, finely honed professional skill which teachers have from their Experience And Training and knowledge. What have from their Experience And Training and knowledge. What was wron with training and knowledge. What was wrong with a training and knowledge. What was wrong with a Funding Training and knowledge. What was wrong with a Funding Package Training and knowledge. What was wrong with a Funding Package in L Training and knowledge. What was i wrong with a Funding Package in your judgment that the government announced, it was a long way short of what Kevin Collins proposed or we are totally proposed but there is this 3. 1 billion figure, what is wrong with in terms of not being enough money, is it in terms of how to spin targeted and what it is being used for . To spin targeted and what it is being used for . First of all that is ust not being used for . First of all that is just not enough. Being used for . First of all that is just not enough. Kevin being used for . First of all that is just not enough. Kevin collins being used for . First of all that is | just not enough. Kevin collins said 15 Billion. Natalie carried as said 13. 5 Billion so 3 Billion when the Prime Minister said he would make education a top priority, then to Leave Schools with 3 Billion. But there will be Leave Schools with 3 Billion. But there will be more money down the line. ,. ,. , line. Yes but i would prefer from this government line. Yes but i would prefer from this government the line. Yes but i would prefer from this government the money line. Yes but i would prefer from | this government the money now. Line. Yes but i would prefer from i this government the money now. In terms of what the money would be used for, whether the bit of money you can get right now, individual schools make these judgments all the time presumably . I saw some of the notes to the producer of this programme, sometimes schools have used Pupil Premium Money to subsidise other parts of the project where they think that is that bigger problem. It is creative management you can engage in on an individual basis in schools. I you can engage in on an individual basis in schools. Basis in schools. I think our Budgets Basis in schools. I think our budgets overall basis in schools. I think our budgets overall for basis in schools. I think our budgets overall for the basis in schools. I think our budgets overall for the last J Basis in schools. I think our budgets overall for the last ten years have been declining. We saw input of money back in 2019 that has helped but i think all the time schools are riding on the rivet, we do not have much capacity often, we use Ring Fence manages to prop up our own budgets. Nobody is going to sniff at £3 Billion, that will help with some of the extra tuition that particularly disadvantaged children get but we are seeing neat on a really huge scale. Whilst we want to target support for disadvantaged children, all children have suffered. We are seeing burgeoning amounts of meat around mental Health Support, around self harm, we have seen astronomical numbers around domestic violence, around eating disorders. All of these matters affecting so many young people, they all need to be addressed and their own labour intensive requiring special skills. Own labour intensive requiring specialskills. Not own labour intensive requiring special skills. Not especially skills from teachers but from educational psychologists, professional mentors, language therapists. If were going to be really ambitious about this Catch Up, we cannotjust look at one single target, we have to look ambitiously at Education Provision over the next 5 10 years. My school for example, we are using our Core Budget to pay for our own Counselling Service because there is virtually nothing outside so parents quite have expectations. I am using around £40,000 of my normal budget which should be for things like english and maths and the like to provide these extra services because when we look around, it is not available to us elsewhere. I when we look around, it is not available to us elsewhere. I want to come back to available to us elsewhere. I want to come back to that available to us elsewhere. I want to come back to that because available to us elsewhere. I want to come back to that because the available to us elsewhere. I want to l come back to that because the whole of the mental Health Area is very important. Natalie, is there anything you institute has found in research that amounts to best practice in this area . Is there evidence on which we could draw to know what might help because the pandemic might be a new experience globally but lots of country that might countries have crises in delivering education whether wars, natural disasters, on an annual basis or some placesjust natural disasters, on an annual basis or some places just have to deal with these things like geography, one thinks of the outback in australia, other things we could draw on . ,. ,. ,. ,. Draw on . There is a lot of evidence but the main draw on . There is a lot of evidence but the main Thing Draw on . There is a lot of evidence but the main thing we draw on . There is a lot of evidence but the main thing we need draw on . There is a lot of evidence but the main thing we need to draw on . There is a lot of evidence | but the main thing we need to focus on is how we can use the best evidence of what works to improve young peoples education, particularly to close the gap between the most disadvantaged and the rest. Even before the pandemic, that gap was already widening so, he is correct, we need a longer Term Plan, the ambition cannot be to just go back to pre pandemic levels of Education Attainment and equality because that was not good enough and it was declining. We know by edgy international standards, the government has invested significantly lower amounts in funding in education for recovery. It amounts to £310 per pupil in england whereas in countries like the usa and the lebanon, it isjust under or over £2000 per pupil so we are talking about a very big difference. Are talking about a very big difference. ,. ,. ,. ,. , difference. Let us move on to talk about something difference. Let us move on to talk about something raised difference. Let us move on to talk about something raised by difference. Let us move on to talk about something raised by jules, | difference. Let us move on to talk. About something raised by jules, the about something raised byjules, the question of Mental Health. Research commissioned by the nhs suggests one in six children of School Age has a problem with their Mental Health, up from one in nine four years ago. The statistic which shocked me the most in preparing for this Programme Isnt that one. Its that england has just 59 mental Health Support teams to cover all its schools and colleges. That figure is due to rise the government said 2400 by april 2023, so another 18 months away. Given the scale of the problems that this crisis has caused perhaps but exposed in other ways, No One would pretend 59 is adequate to provide schools with support. In the absence of that, what do they have . What of that, what do they have . What the have of that, what do they have . What they have is what of that, what do they have . What they have is what joes of that, what do they have . What they have is what joes has of that, what do they have . Iwisgt they have is whatjoes has done, of that, what do they have . Hisisgt they have is whatjoes has done, he is not unique, many schools have just had to make their own provision. Is whatjules has done. They can get support staff, they train to get Counselling Skills skills. But the training they needin skills. But the training they need in terms of Mental Health and physical health in terms of many pupils is very distressing to schools and also the scale of the need is huge. In an average class of 30, nine children will be living below the official poverty level, they are more likely to have Mental Health problems and undernourished, they are more likely to come to school with emotional problems because of the stresses and strains that they live with with their family. They are least likely to be able to learn at home. We have seen over the last ten years funding for local authorities cut by nearly half so the services asjules said, if you look out they are not there, both for childrens physical health, and social health, have gone, they have been decimated. The youth clubs, childrens centres, they have been halved. Abs, clubs, childrens centres, they have been halved been halved. A lot of work is not ust done been halved. A lot of work is not just done in been halved. A lot of work is not just done in school been halved. A lot of work is not just done in School Settings . Been halved. A lot of work is not just done in School Settings . It | just done in School Settings . It cannot be done in School Settings. The problem is when School Leavers look around them for all the Support Services that were there 15 years ago, because of acidity they are no longer there. Ago, because of acidity they are no longerthere. Hhs ago, because of acidity they are no longer there ago, because of acidity they are no longer there. Nhs research says one in six young longer there. Nhs research says one in six young people longer there. Nhs research says one in six young people might in six young people might have Mental Health problems. That was in 2017. These r of figures. These are rough figures. We are talking about individuals and we cannot treat them as one group. Then we have special educational needs to talk about but in terms of those figures, how does the Support Network that is available Supplement And Support that in schools. What do schools have from the research you have done that provides them with some kind of infrastructure . It some kind of infrastructure . It really varies from school to school. There really varies from school to school. There is really varies from school to school. There is no really varies from school to school. There is no national. What is a good example . That is a School Or Area of the country where they have got it right or are moving towards getting it right . 50 got it right or are moving towards getting it right . Sal got it right or are moving towards getting it right . Getting it right . So i think It Cannotjust getting it right . So i think It Cannotjust be getting it right . So i think It Cannotjust be down getting it right . So i think It Cannotjust be down to getting it right . So i think It Cannotjust be down to the i getting it right . So i think It Cannotjust be down to the school but in cannotjust be down to the school but in The Cannotjust be down to the school but in the ideal school, you would have but in the ideal school, you would have at but in the ideal school, you would have at least one or two trained mental have at least one or two trained Mental Health practitioners who are able to Mental Health practitioners who are able to work with young people. The school able to work with young people. The school itself would offer an array of Well Being School itself would offer an array of Well Being and pastoral socialisation activities for young People Socialisation activities for young people. But actually one of the bigger people. But actually one of the bigger problems is that where young people bigger problems is that where young people do bigger problems is that where young people do have significant Mental Health people do have significant Mental Health disorder, we have found that about health disorder, we have found that about a health disorder, we have found that about a quarter of them are being turned about a quarter of them are being turned away from specialist Mental Health turned away from specialist mental Health Support because there just is not the Health Support because there just is not the capacity. So as well as making not the capacity. So as well as making sure there is more specialist services making sure there is more specialist services that we do not see a Quarter Services that we do not see a quarter Of Services that we do not see a quarter of young people being turned away, quarter of young people being turned away, we quarter of young people being turned away, we are also calling on the government to accelerate its programme of providing specialist Mental Programme of providing specialist mental Health Support in schools but that requires more money and that money that requires more money and that money to that requires more money and that money to go to schools faster than it is at money to go to schools faster than it is at the money to go to schools faster than it is at the moment. Money to go to schools faster than it is at the moment. From where you sit, it is at the moment. From where you sit. Running it is at the moment. From where you sit. Running a it is at the moment. From where you sit, Running A secondary it is at the moment. From where you sit, Running A secondary school, sit, Running A secondary school, what have you seen and how have you tried to manage it . We talked about shifting some of the money into counselling resources, schools used to have someone responsible for Pastoral Care but many schools never accessed it, presumably that is a row which still exists, how do you manage that . It row which still exists, how do you manage that . Manage that . It is an absolutely fundamental manage that . It is an absolutely fundamental role manage that . It is an absolutely fundamental role and manage that . It is an absolutely fundamental role and i manage that . It is an absolutely fundamental role and i think manage that . It is an absolutely fundamental role and i think parents will recognise rows like pastoral leaders of the year, support assistance, these people support young people in their everyday lives and there is more Specialist Provision where we liaise with external services. We had significant duties around safeguarding so i have to use my resources really wisely and it always seems like it is a question of Robin Peterson to play paul. I want to have excellent provision for english and maths and extracurricular duties but i also have things we have just spoken about. Some childrens lives are blighted by their home circumstances, there are challenging areas of their lives. We see and hear about young people who experience difficulties around illegal substances, County Lines and criminal behaviours. All of these things end up on the doorstep of schools. We have increasingly and certainly during my headship, we have become the Focal Point of support and as other services, probably through lack of funding and resources have fallen away in terms of their capacity, we have had to fill in those gaps because children and pupils arrive in our School Day in, day out, increasingly i see parents and carers looking to schools and colleagues offer that support. In my perfect world i like to see schools become community hubs. He spoke to natalie about a way forward, i would like to see that type of mental Health Provision that type of mental Health Provision that type of specialist support around speech and language, care around speech and language, care around self harm, making sure young people are fit for the workplace as well. I think school should be open 24 7 but that cannot mean just me and my team. Indeed. It cannotjust mean a Geography Teacher who threw the goodness of their own heart tries to be a mentor. That is not sustainable. It is not trying to denigrate some of the external services, theyre very good but overstretched. Flan services, theyre very good but overstretched. Services, theyre very good but overstretched. Can i ask you about the external overstretched. Can i ask you about the external services, overstretched. Can i ask you about the external services, have overstretched. Can i ask you about the external services, have you. Overstretched. Can i ask you about| the external services, have you had access to a mental Health Support team and if so what you get . Hat access to a mental Health Support team and if so what you get . Not at all in my own team and if so what you get . Not at all in my own local team and if so what you get . Not at all in my own local authority, team and if so what you get . Not at all in my own local authority, they i all in my own local authority, they are working really hard but there is not the level of resource to provide as with the services we need. We see in all walks of life we see social care teams and Social Workers completely overstretched. Probably every teacher in the country talk about children and Mental Health services will raise their eyebrows and say they are not fit for purpose, even children who are most vulnerable face a 6 12 month Waiting List and that is so hard on young people and on the families themselves. We need to address that. Nobody expects it to be a magic once but there will be issues that are long term solutions because we need to train people as well as have the money to provide them. Let to train people as well as have the money to provide them. To train people as well as have the money to provide them. Let us use the last few money to provide them. Let us use the last few Minutes Money to provide them. Let us use the last few minutes on money to provide them. Let us use the last few minutes on this the last few minutes on this programme. Let us discuss Remote Learning and exams. This is a quote from the government, from their recent News Release on the subject, exams will always be the fairest way to assess students. Are they right about that . To assess students. Are they right about that . ~. ,. ,. , about that . Well, exams are really im ortant about that . Well, exams are really important as about that . Well, exams are really important as part about that . Well, exams are really important as part of about that . Well, exams are really important as part of the about that . Well, exams are really important as part of the balanced l important as part of the balanced method of assessing students but on their own, they are not always the fairest way. The government keeps saying that but evidence to back it up. Its as though the exam is absolutely perfect. We know for example two years ago the Exams Regulator did a piece of research, and English Literature paper, 40 of the markers gave it a different grade. So the idea that exams either fairest and best way, they are for some areas of knowledge but not all of them and we to have a wider method of assessment for our children and young people which would also actually really help in Mental Health. Just would also actually really help in Mental Health. Mental health. Just on that question. Mental health. Just on that question, one Mental Health. Just on that question, one question Mental Health. Just on that question, one question is l Mental Health. Just on that question, one question is Mental Health and the second is what we have learned from covid, we managed without exams. Certainly the exams we had been used to, what did we gain and what did we lose . Because it was done gain and what did we lose . Because it was done so gain and what did we lose . Because it was done so badly gain and what did we lose . Because it was done so badly by gain and what did we lose . Because it was done so badly by the it was done so badly by the government, they said it was going to happen then it didnt, they did not leave enough time for schools to moderate the results what we lost was any good moderation between schools and results. That did not need to happen. What we gained was teachers regain some experience in assessing pupils work for qualifications. It was the worst possible experience because they were given it late in the weight happened. In the end, i have no doubt, we will move away from this exams for everything system. We are one of the last in the world doing that and we will move away from it. You are, as a head teacher, the face of the Education System for the parents and pupils you serve, do you think we can do without exams . I think we can do without exams . I think we can do without exams . I think we can do without exams . I think we dont and should not adopt a Binary Think we dont and should not adopt a binary position. I think exams can play an a binary position. I think exams can play an important role in understanding and assessing development of children, how well they do development of children, how well they do and i think we must make sure we they do and i think we must make sure we do they do and i think we must make sure we do not have rampant Grade Inflation sure we do not have rampant Grade Inflation. We do not want grades to become inflation. We do not want grades to become meaningless but they should become meaningless but they should be part become meaningless but they should be part of become meaningless but they should be part of our suite of Assessment Programmes that prepare young people for the programmes that prepare young people for the future. I do not think any of his for the future. I do not think any of his go for the future. I do not think any of his go into a daily lives and simply sit of his go into a daily lives and simply sit at test without looking at any simply sit at test without looking at any research materials. We use google at any research materials. We use google and at any research materials. We use google and online materials, we analyse google and online materials, we analyse data and interpret things and we analyse data and interpret things and we need to make sure we use this type of and we need to make sure we use this type of things. We have to think about type of things. We have to think about the type of things. We have to think about the fact that young people are bein about the fact that young people are being geared up in My School in 2019. Being geared up in My School in 2019. We being geared up in My School in 2019, we were having young people sitting 2019, we were having young people sitting 26 2019, we were having young people sitting 26 gcses on 21 days. Just to say that sitting 26 gcses on 21 days. Just to say that gcses sitting 26 gcses on 21 days. Jut to say that gcses were set up when young people left 16 and that has changed left school at 16 and that has changed . Changed left school at 16 and that has changed . Changed left school at 16 and that has changed . Absolutely. No one is auoin to that has changed . Absolutely. No one is going to argue that has changed . Absolutely. No one is going to argue with that has changed . Absolutely. No one is going to argue with the is going to argue with the fundamentals around literacy and. We also need pupils to have excellent educational skills, who can talk and communicate and actually look after each other. We want young people leaving schools, becoming adults in solving the massive crises we often say. Natalie, we talked about exams, last thoughts, Remote Learning we are still a long way away from the kind of Infrastructure And System that would give every child a decent chance if, i hope this does not happen, but we find ourselves in a situation which would require a lot of time to be spent away from the classroom. We of time to be spent away from the classroom of time to be spent away from the classroom. ~. , , classroom. We made great strides in the s stem classroom. We made great strides in the system of classroom. We made great strides in the system of getting classroom. We made great strides in the system of getting schools the system of getting schools connected with pupils at Home And Thatis connected with pupils at home and that is testament to the School Leaders out there who have been working hard on this but we are clear that it plays a part it cannot replace the quality of teachers in the classroom. But there are things we can learn. Briefly what are they . There is the infrastructure rebuilt which could be used in Cases like extreme Weather Conditions which we see a lot of in this country, children who are off sick with a long Term Illness or mobility issues. I think what we are learning is increased connectivity should be put to good use in those Cases. Thats it for now thanks to Mary Bousted co general secretary at the national education union, Natalie Perea from the Education Policy Institute Jules White headteacher at Tanbridge House School in surrey. Thank you very much forjoining us, there is lot more because of talked about but at least you have got us all thinking about the experience of the last 18 months and the impact on schools and colleges. And all of you who have been studying despite all the pressures, thank you very much, it will be worth it the end. Well, summer is not quite over yet. Southerly winds are expected to bring us some really warm air from the southern climes over the next few days. It really is going to be quite a short spell of hot weather and then after that it looks as those thunderstorms will be heading our way. High pressure is dominating the weather across much of europe. This low pressure here is approaching us butjust as head of it with the winds spiralling in towards it its pushing up that heat from the south. So quiet, Clear Skies overnight, pretty balmy as well with the southerly push of air. Temperatures early in the morning will be around 15 degrees in glasgow and not far off that in belfast. In fact, north or south its going to be every bit as mild on tuesday morning. Heres the Sunshine Right from the word go. Clear skies across much england and wales, although some of us could wake Up To a bit of Mist And Fog but that should clear very quickly through the morning. How warm . Most of us will be in the mid to high 20s, look at that, 27 degrees expected in hull. But most of us will hit around the 30 c. Usually weve not had 30 celsius in this country since the 23rd ofjuly, thats the last time the mercury hit 30. Heres wednesday, that low pressure to the South West of us is approaching. Ahead of it we still have some pretty warm air. Many eastern and central areas will be enjoying, i say enjoy if you like the heat, the warm and sunny weather. But out towards the southwest thunderstorms are looming, some pretty big downpours in some places, typical summer weather, really. Here temperatures dropping only 19 in plymouth whereas temperatures still not far off 13 degrees for example across the midlands. And then Wednesday Night into thursday this thundery Weather Front will push ever eastwards and northwards, so many of us will get showers. Plenty of them out toward the north western countries. A real mixed bag on the way on thursday and no more reds on the weather map, or burnt oranges slightly more yellow colours there. Orange and yellow colours indicating lower temperatures. You can see that big drop in temperatures as we go through the course of the week. The weekend at this stage is looking rather low 20s, i think for most of us. Bye bye. This is Bbc News with me christian fraser. How do we pay for our elderly populations . An age old question that today has the british Prime Minister at loggerheads with his own party. The plan it would seem is to put the burden of that cost on the shoulders of younger workers. But is there a fairer alternative, something that england could learn from their close neighbours . The taliban flag is raised in the panchir valley, the taliban flag is raised in the panjshir valley, the one part of afghanistan, that had remained outside its control. The resistance says it will fight on. Crucial Climate Talks , hosted by the uk , are now less than two months away. Well look at the challenges faced by those trying to find a new agreement