do you think lockdown restrictions are working where you are? or do you think they need to be tightened? if you'd like to get in touch on this or any of our stories you can contact me on twitter @annita—mcveigh and use #bbcyourquestions. a large—scale trial of a new coronavirus treatment begins in the uk — it's hoped the drug will stop patients developing severe illness. a number of senior republicans indicate they'll support the democrats�* plan to remove president donald trump from office after last week's violent attack on the capitol. urgently improve the quality of food parcels, caterers are told, after images of free school meals were shared online. nearly half of intensive care staff in england could be suffering symptoms including post—traumatic stress disorder. that's the finding of new research which has indicated how much pressure the coronavirus pandemic has placed on nhs workers. the study by king's college london found severe anxiety, depression, post—traumatic stress disorder and problem drinking were symptoms reported by staff. the study found poor mental health was particularly common for nurses. one in seven had thoughts of self—harming or being "better off dead". just over half reported good well—being. lead researcher professor neil greenberg said the findings should be a wake—up call for nhs managers. the results of the study come as the numbers of people being treated in hospital with covid rise to the highest level since the pandemic began. graham satchell reports. the thin line between life and death is played out here in intensive care. but never has the pressure on staff been so great. intensive care units are full. the staff are incredibly stretched at the moment. and, really, i guess many people are breaking themselves to try and make this work right now. staff "breaking themselves". this pandemic has been going on for almost a year, and the consequences for nhs staff are now becoming clear. a new report shows high levels of stress, depression, anxiety. we're all supporting each other, luckily. and we're trying to save lives. erm... we're alljust doing what we can to save people's loved ones. the relentless pressure laid bare in this video by nurse shirley watts in the first wave last april. and we're sinking a little bit, but we're still turning up and we're trying to do our best. today's study by king's college london shows poor mental health is now common amongst intensive care staff. it says 40% have symptoms of post—traumatic stress. ii% have severe anxiety. and 13% have frequent thoughts of being better off dead or hurting themselves. doctors like zudin puthucheary are used to saving people's lives, not having them die in huge numbers. part of being in intensive care is that you give up a lot of yourself to try and do your best for your patients. and sometimes, when it doesn't work out, it can be very painful. this is st george's hospital in london, the sheer number of patients here causing significant stress. i'm looking after many more sick patients than i normally look after. it'sjust overwhelming, the whole situation. i personally cry when i get home quite a lot, actually, at the moment. sleep — we're suffering with sleep problems, i think, a lot of nurses and doctors at the moment, as well. we just do have to keep going because we have to be here for patients. but i do worry, you know, about the scars that will leave some of our staff with. an nhs spokesperson told us they've invested £15 million in mental health support. but the intensive care society, which represents staff, says not enough is being done. it's now appealing to the public for support to help maintain the well—being of front—line medical workers. we need to raise funds for these resources, because there is no plan in how we'll rehabilitate the staff in the pandemic. this pandemic will have many unfortunate lasting legacies. one is the damage it's doing to nhs staff. graham satchell, bbc news. with me now is the report's lead author, professor neil greenberg, from the institute of psychiatry, psychology and neuroscience, king's college london. thank you very much forjoining us on bbc news today. and the scale of this, the scale of what staff in icu are having to deal with is beyond anything they will have had to deal with before, but perhaps individuals who have worked in war zones, so are you in the least bit surprised at the findings of this study? 50. you in the least bit surprised at the findings of this study? 50, our work the findings of this study? so, our work from king's _ the findings of this study? so, our work from king's college - the findings of this study? so, our work from king's college london | the findings of this study? so, our. work from king's college london has, as you said, highlighted that there is a significant impact on icu staff. we were not surprised by the reported levels of symptoms because of course working in these incredibly difficult circumstances is always going to cause some element of distress. it is important to say that at this stage, these are self—report questionnaires, so they don't necessarily indicate that people will have formal mental health difficulties in the long term, but we do know that the levels of symptoms reported are likely to impair a people's ability to do theirjob well, and they are going to cause these staff a lot of difficulties in keeping going, which of course they need to do in the current climate.— current climate. your study was lookin: current climate. your study was looking at _ current climate. your study was looking at the — current climate. your study was looking at the impact _ current climate. your study was looking at the impact on - current climate. your study was i looking at the impact on mental health in the first wave and here we are a year later and the pressure is just as immense, if not more immense, given that people have not had a break, have they? so, your concern for people who were reporting these symptoms early on must be doubling? yes. reporting these symptoms early on must be doubling? yes, absolutely. so, must be doubling? yes, absolutely. so. actually — must be doubling? yes, absolutely. so. actually we _ must be doubling? yes, absolutely. so, actually we have _ must be doubling? yes, absolutely. so, actually we have continued - must be doubling? yes, absolutely. so, actually we have continued to i so, actually we have continued to survey intensive care staff, so the last survey we did was at the end of november, beginning of december. what we found was that mental ill—health was rising, and that is not surprising because the patient load was increasing. we will do this again and we are pretty sure that if we surveyed now, we would find even higher rates. but what is important to know is that actually many staff in spite of these incredible challenges are doing well. and what we are not sure is about how many of these staff actually need clinical care. what they definitely do need is support, and nhs england have indeed been putting in extra money and services, and for anyone who is listening who is either in intensive care as a member of staff or knows of someone, the nhs people website has a range of national resources that can be accessed free of charge for any nhs member of staff, they are anonymous and they might help. many staff are not aware that actually there is support out there and as well as this being a wake—up call for nhs managers to do more, i think it also stands to beat call for nhs intensive care staff, to say, you are not alone, and there is support, please use it. you call it a wake—up call for managers, i think most managers are probably very aware of the pressure their staff are under, but what more do you think they can do specifically? and do you think that icu staff are just so busy getting on with theirjobs that they haven't had time to pause and think, what can i do for myself, to protect my own mental health? absolutely. i think many healthcare staff, notjust intensive care staff, notjust intensive care staff, we have done work with cardiologists, spinal surgeons, oncologists, i think a lot of nhs staff at the moment are keeping going, doing their very best for their patients, which of course is fabulous, and there is not a lot of time to reflect on what this all means for them. what can nhs managers do? i think one thing we have shown time and time again is a small amount of supervisor input, a supervisor having a proper, psychologically savvy conversation. when you say to a member of staff, how are you doing? and they say, i am fine. it should not be just, how are you doing? and they say, i am fine. it should not bejust, i'm great. it should be, really? if you can get beyond that, actually, i am not so fine, actually, some of the solutions to stress can be very simple. somebody might be finding it difficult to cope with a particular piece of equipment or a new drug regime, actually with a don't need mental health support, what they need is mentoring to be able to do their piece of theirjob well. so we are calling for supervisors to take brief moments of time to have proper, meaningful, mental health savvy chats with their staff and that can make a big difference. really interesting to talk to you, professor neil greenberg, the lead author of that report, thank you very much. are you really fine? that is the question he is asking. if you are a member of icu staff or a friend of someone who works in icu, get in touch, give us your thoughts, you can do it on twitter at @annita—mcveigh, using the hashtag #bbcyourquestions, and we will try to read out some more of your comments. further lockdown restrictions are being considered in scotland after the death toll from the virus passed 5,000. first minister nicola sturgeon will outline any changes later today which could include tightening the rules around take—away and click—and—collect services. new travel restrictions mean anyone entering the country from abroad will have to show proof of a negative covid test from friday. connor gillies reports. travel news now for those of you who have to be out. and queueing traffic on the northbound m74... the streets and roads are not as silent as last spring, not as quiet as the politicians may like. with hospitals under sustained, significant pressure, more restrictions are being mooted. this is what's causing concern, queues and gathering. one coffee—shop owner closed his place down over covid fears. as a business owner, we've found it extremely difficult to work, you know, and police things like queues and social distancing effectively without actually taking a very. . .a very strong sort of approach. our staff were often out in the street trying to sort out people and ask them not to crowd on the pavement, and so on. click and collect may be tightened, and the advice on takeaways squeezed. we're asking people to stay at home, except for essential purposes. but people can still go for a takeaway, still go into places for takeaway. now, it may not be about saying you can't have takeaway at all, but do we need to tighten up how that operates just to limit the potential for people coming together inside? a cough is the most obvious spread of covid. one expert reckons three—metre social distancing would help, but the data continues to show a positive case is more likely to have gone to a supermarket than anywhere else. that weighs heavy here in greenock, where two workers died after contracting the virus. i just stay away from everybody. i stay by myself. i don't talk to anybody. ijust keep away from people. i'm all right. i mean, i take all my precautions, you know, i hand—sanitise, my mask on, and i think that's all anybody can do. and here in lanarkshire, another sign of how serious it all is — all non—urgent surgical procedures being postponed amid fears covid hospital numbers could double. lockdown lifting at the end of january now highly unlikely as this crisis continues. connor gillies, bbc news. many people in england are wondering whether the current restrictions we're living under will get tougher, but the government says at the moment, the focus is on getting us all to follow the existing rules. the average number of cases over the last seven days have the last seven days has decreased by 0.5 per cent, but the government says we shoudn�*tjust look at one figure as symbol of hope. here's health secretary matt hancock. the rules are really simple, which is to stay at home unless you absolutely have to leave, you know. and this is important. we don't say these things lightly. they are very important, to try to get the number of cases coming down. and we know that this can work because we know that this can work because we know that the only way that the virus spreads is when people meet each other or on surfaces. and so, we can all play a part in making this happen. and together, we can make this the peak, if enough people follow the rules, which are incredibly clear. our chief political correspondent adam fleming is in westminster. good to see you, adam. if people follow the rules, matt hancock said. but i wonder, given that scotland is considering further restrictions, whether inevitably include will follow suit, what do you think? there is definitely pressure on the government to tighten up these restrictions. the pressure is coming from potentially nicola sturgeon at lunchtime, if she announces a tightening north of the border. it is coming from keir starmer earlier in the week, the labour leader, when he said, should nurseries be open to the extent that they are now? should viewing is for flats and houses still be going ahead in the property sector? and i was speaking to one member of sage yesterday who was saying they were really worried about click and collect services being offered by shops, not because people are going and having click and collect parties and seeing their friends at ikea orjohn lewis, but just that it provides another opportunity for people to leave the house, when they should be staying at home. and also that when people popped out to go and click and collect, maybe they stop and get some lunch or a burger or something on the way. that is just an idea of some of the things that are being looked at and discussed, because these things are constantly under review in whitehall. but the message from the government is, there will not be any changes to the restrictions because the focus now is getting people to follow the existing rules. to that end, ministers i think are quite pleased that for example the supermarkets like waitrose and morrisons and sainsbury�*s are just doing more to make sure that customers are wearing their masks, that the right number of people are in the store at one time and that people are following the one—way system. because getting the one—way system. because getting the existing rules working better is better than coming up with new, stricter rules. but better than coming up with new, stricter rules.— better than coming up with new, stricter rules. �* ., ., , , ~ stricter rules. but on measures like cuttin: stricter rules. but on measures like cutting out — stricter rules. but on measures like cutting out a _ stricter rules. but on measures like cutting out a click— stricter rules. but on measures like cutting out a click and _ stricter rules. but on measures like cutting out a click and collect, - stricter rules. but on measures like cutting out a click and collect, for. cutting out a click and collect, for example, john lewis has already said it is stopping that service. i wonder whether the impetus for that will come from the ground up rather than the government imposing it. if lots more shops decide to follow the example ofjohn lewis, for instance, then the government probably will turn around and say, let's do this. that is an interesting point, isn't it? because it's a very softly softly approach from the government. what happened earlier this week is that there was a meeting of ministers on the covid operations committee, they zeroed in on supermarkets as a potential source of infection is that they were worried about. the government department that worries the relationship with supermarkets from the government is defra, the agriculture department, they did not want to be too heavy—handed with supermarkets because they think the supermarkets because they think the supermarkets have been real heroes in this, really helping the country moving. so as part of their regular conversations they sort of hinted to them, do you think maybe you have got a bit lax with enforcing the rules in your stores? and then hey, presto, the rules are enforced in the stores and a little bit more, and many people get the message that actually there has been a bit of a shift, they get that message when they go and buy a pint of milk. it was interesting because i was doing the newscast podcast last night and we interviewed the bishop of liverpool. he is actually closing liverpool. he is actually closing liverpool cathedral to services and to private worship even though those two things are still allowed under the government guidelines. and what he told us on the podcast was, the message at the moment is, you've got to exercise personal responsibility. and he felt that has the bishop of liverpool, the best way he could exercise personal responsibility was ljy exercise personal responsibility was by looking at his cathedral and working out if he was the right thing to do for it to be open, even though the law says, go ahead, you can stay open. he then said he was going to have a zoom call this morning with imams and rabbis in the region to discuss whether they should be doing it in their places of worship, too. its, should be doing it in their places of worship, too.— of worship, too. a few of you caettin of worship, too. a few of you getting in _ of worship, too. a few of you getting in touch _ of worship, too. a few of you getting in touch already - of worship, too. a few of you | getting in touch already about restrictions and whether things should be different. this one says... hearing matt hancock this morning saying that they are considering making things harder, people are not following the rules, we are seeing more cars on the roads in the mornings and i am sure they are not all key workers. so it sounds like they are suggesting that actually the rules should be toughened. apologies if i have misinterpreted that a tweet. this one says... the approach is wrong, the government should overshoot on restrictions and then ease back once numbers and start falling. trying to find the right level by starting low and then tightening just causes more deaths. in this one says... it feels like the public support and backing has completely gone now. a recognition from the public that things are even tougher than they were before, that it is a real disease with a very real effects, recognising that it is more than the death rate, that is what would help. keep your comments coming in and we will try to read out some more. a large—scale trial of a new treatment hoped to help covid—i9 patients from developing severe illness began in the uk yesterday. the first patient received the treatment at hull royal infirmary. it involves inhaling a protein called interferon beta which the body produces when it gets a viral infection. justin rowlatt reports. alexandra constantine inhales the new treatment deep into her lungs. the 34—year—old was admitted to hull royal infirmary with covid—i9 on monday night. she has a young daughter at home she is desperate to get back to. just a short move, or try to make myself comfortable, i start to feel very tired and i start to sweating, and all my body start to be in pain. i never feel this before. it's... it's horrible. alexandra is the first patient to receive the treatment as part of this new clinical trial. the treatment uses a protein called interferon beta, which is part of our body's natural immune response. right, so this is the device that actually aerosol—ises the drug. professor tom wilkinson is overseeing the trial. it's helping the cells really reconstitute their immune response to fight off the virus. therefore, there's less damage to the lung, less symptoms, less risk of admission to intensive care, or even death. and so that's what we are studying in the trial, those effects. the drug was developed here at southampton university hospital. bbc news filmed an earlier trial last year. the results were very promising. it suggested it cut the odds of a covid—i9 patient in hospital getting severe disease by almost 80%, and brought a significant reduction in breathlessness, a key symptom. but the trial was small, just 100 patients. this new so—called phase three clinical trial will involve more than 600 patients in 20 countries. but drugs often don't live up to their early promise, warns dr lamis latif. although it's exciting, we have to see what the results show, and we've also had other drugs in similar circumstances. we've had hydroxychloroquine, for example, but again when that reached further trials, it wasn't as promising as it initially made out to be, so that's something to really take note for this current drug. this building behind me is southampton hospital's brand—new intensive care unit. the doctors here say because of the covid crisis, it is full at the moment. now, this drug trial should be finished byjune. if the drug proves effective, the company hopes approval will follow shortly after that. then it will be available to help patients and, of course, to alleviate pressure on the nhs. justin rowlatt, bbc news, southampton. caterers have been told to urgently improve the quality of food parcels being sent out to some of england's poorest children. it's after images of one package was shared thousands of times online. the government says more details on ensuring the quality of the packages will be released later. the woman who took the photo has been speaking to the bbc and described the moment her children saw the contents of the parcel. keith doyle reports. as i unpacked that food parcel in my living room and looked at the contents, it felt very sad and very depressing. and one of my children came in and saw me laying this out on the floor and asked why, and i said i was going to picture it because i didn't think it looked like a lot. and i could see the child's realisation that, "this is what i've been given to eat for a week," and just the sense of sadness. "where has the rest of the food gone?" you know, "this is meant to be a week's food. why is it so mean?" this is the reaction to the free school meals food parcel this mum received to feed her children. sarah, who does not want to be identified, to protect her two children, is disabled and relies on free school meals. reaction to sarah's tweet was swift on social media, with the footballer marcus rashford, who has campaigned for free school meals, reposting what other families said they had received. government guidelines say school meals should contain items which parents can use to prepare healthy lunches across the week. they were replaced with vouchers during previous lockdowns in england, but because suppliers were contracted to provide meals before the current national lockdown was announced, they've been sending food parcels instead. after meeting the company at the centre of this row, the minister for children, vicky ford, said... chartwells, the company which supplied this parcel, is not the only uk supplier. it said it would refund the cost where any parcels did not meet their usual high standard, and it would be... for sarah, that's a move in the right direction. it's a very positive step that they are going to look at where gaps have occurred, why they have occurred, and seek to resolve them. you know, that's great to see that progress. the government says vouchers worth £15 per week per child will be available from next week, and it will give further details later today. keith doyle, bbc news. the uk's leading supermarkets have warned the government that an urgent intervention is needed to prevent further brexit—related disruption to food supplies in northern ireland. some retailers have already begun to reduce the range of products on sale with fears further paperwork requirements due to come into force will make the existing system unworkable. the government said it was working on ways to streamline the movement of goods. in the us, attempts to remove outgoing president donald trump from office following last week's violent attack on the us capitol are gaining momentum. a number of senior figures from mr trump's own republican party have indicated that they will support moves by the democrats to oust him. the house of representatives plans to vote later today on impeaching him, accusing him of incitement to insurrection. from washington, our correspondent barbara plett usher reports. just one week after the deadly attack on the capitol building, the house is racing to impeach donald trump for inciting it. the president's actions demonstrate his absolute inability to discharge the most basic and fundamental powers and duties of his office. therefore the president must be removed from office immediately. first, though, democrats pushed the vice—president, mike pence, to take action to invoke the constitution and declare mr trump unfit to govern. he won't do that, he warned this move would further inflame the nation. but some republicans have begun to abandon the president, including the third—ranking member in the house, liz cheney. they say they will vote to impeach. the dam is beginning to break. mr trump hasn't made it any easierfor his party. venturing out of the white house for the first time since the riot, he showed no remorse, accepted no responsibility. the impeachment hoax is a continuation of the greatest and most vicious witch hunt in the history of our country, and is causing tremendous anger and division and pain, far greater than most people will ever understand, which is very dangerous for the usa, especially at this very tender time. in washington, it's lawmakers who are getting angrier, as growing evidence shows how brutal the mob was. in a sweeping investigation, dozens have been charged. hundreds might be. and security officials are bracing for more violence ahead ofjoe biden's inauguration. they warn of plans for armed protests, even a plot to try and overthrow the government. the country is reaping the whirlwind of donald trump's presidency. and today marks a pivotal step in its dramatic end. mr trump is facing the unprecedented stigma of a second impeachment, and his fractured party is facing a traumatic moment of reckoning. barbara plett usher, bbc news, washington. now it's time for a look at the weather with sarah keith lucas. hello. this morning started on a chilly note for northern and eastern areas but there has been some milder air coming across with lots of cloud. there will be a bit of snow over the higher ground of northern england and scotland. today, you can see a lot of cloud, the rain will be quite heavy at times for northern ireland and parts of scotland, stretching down towards the south—east of england. quite a contrast in temperature, between the north—east and south—west. some of that mountain snow will come down to slightly lower levels across scotla nd slightly lower levels across scotland and northern ireland tonight. so there could a slight covering through the central belt. milder towards the south, where you have got cloud and outbreaks of rain. all of this rain and hill snow will fizzle out during the day. it will fizzle out during the day. it will be a brighter day for northern ireland on thursday. it hello. this is bbc news. nearly half of intensive care staff in england could be experiencing symptoms such as post—traumatic stress disorder after treating patients during the first wave of coronavirus, a new study suggests. further lockdown restrictions are being considered in scotland — nicola sturgeon will outline any tightening of the rules later today. health secretary matt hancock says the government might also consider introducing tougher restrictions in england. it is possible then to make further restrictions, but what i would say is that the most important thing is the compliance with the existing measures — that is the thing that is going to make the difference. a large—scale trial of a new coronavirus treatment begins in the uk — it's hoped the drug will stop patients developing severe illness. mps have started questioning representatives from public health england and thejoint committee on vaccination and immunisation about the roll—out of the covid—i9 vaccine so let's listen in. the roll-out of the covid-19 vaccine so let's listen in.— so let's listen in. better to know what is the _ so let's listen in. better to know what is the evidence _ so let's listen in. better to know what is the evidence for - so let's listen in. better to know what is the evidence for them. l what is the evidence for them. obviously, one big decision that has been made recently is to change the dosage of the vaccines that are being administered at the moment. when we took evidence as a committee before christmas, on the 23rd of december, professor wendy barclay, the head of infectious diseases at imperial college london and a member of nervtag, told the committee to change the dosage regime at this point, one would have to see more analysis coming from the vaccine clinical trial data. and professor niall ferguson also speaking at that meeting said that the medical and health care regulatory authority is also authorising vaccines on the basis that people will receive two macro doses and it would require a different regulatory submission to authorise a single dose. professor, perhaps you could describe what the new analysis and evidence behind the change in doses.— change in doses. thank you very much. change in doses. thank you very much- jcvi _ change in doses. thank you very much. jcvi also _ change in doses. thank you very much. jcvi also looked - change in doses. thank you very much. jcvi also looked at - change in doses. thank you very much. jcvi also looked at all - change in doses. thank you very j much. jcvi also looked at all the data for— much. jcvi also looked at all the data for the pfizer vaccine trials, hack— data for the pfizer vaccine trials, back before christmas. probably around — back before christmas. probably around the same time you spoke to wendy— around the same time you spoke to wendy barclay and niall ferguson. at that time, _ wendy barclay and niall ferguson. at that time, we also noted that the vaccine _ that time, we also noted that the vaccine had a high level of protection after the first dose. and we had _ protection after the first dose. and we had at — protection after the first dose. and we had at that time also considered whether_ we had at that time also considered whether a _ we had at that time also considered whether a first dose provided sufficient protection that one eventually might consider using a single _ eventually might consider using a single dose. but we also felt, like wendy— single dose. but we also felt, like wendy and neil ferguson, at that time, _ wendy and neil ferguson, at that time, there were insufficient data to consider a single dose schedule. even _ to consider a single dose schedule. even now. — to consider a single dose schedule. even now, jcvi's advice is the schedule _ even now, jcvi's advice is the schedule is a two dose schedule and that has— schedule is a two dose schedule and that has not changed. we maintain a two dose _ that has not changed. we maintain a two dose schedule is the right schedule. the difference at the moment— schedule. the difference at the moment is that we have been more permissive — moment is that we have been more permissive in when the second dose can he _ permissive in when the second dose can be given. to reiterate the advice — can be given. to reiterate the advice currently, jcvi advises that the second — advice currently, jcvi advises that the second dose of the pfizer vaccine — the second dose of the pfizer vaccine can be given at a time period — vaccine can be given at a time period between 3—12 weeks after the first dose. _ period between 3—12 weeks after the first dose, and for the astrazeneca vaccine, _ first dose, and for the astrazeneca vaccine, it — first dose, and for the astrazeneca vaccine, it can be given between four and — vaccine, it can be given between four and 12 — vaccine, it can be given between four and 12 weeks after the first dose _ four and 12 weeks after the first dose i— four and 12 weeks after the first dose. i will go into the reasons why we think— dose. i will go into the reasons why we think that is possible to extend that dose — we think that is possible to extend that dose interval. but i want to make _ that dose interval. but i want to make the — that dose interval. but i want to make the point we are not saying a single _ make the point we are not saying a single dose — make the point we are not saying a single dose is sufficient. two doses, — single dose is sufficient. two doses, is— single dose is sufficient. two doses, is the schedule but you can extend _ doses, is the schedule but you can extend the — doses, is the schedule but you can extend the second dose. that doses, is the schedule but you can extend the second dose.— extend the second dose. that is understood. _ extend the second dose. that is understood, it _ extend the second dose. that is understood, it is _ extend the second dose. that is understood, it is the _ extend the second dose. that is understood, it is the time - understood, it is the time difference.— understood, it is the time difference. ., . ., difference. correct. if we go back to the regulatory _ difference. correct. if we go back to the regulatory position, - difference. correct. if we go back to the regulatory position, whenl difference. correct. if we go back i to the regulatory position, when the vaccine _ to the regulatory position, when the vaccine was — to the regulatory position, when the vaccine was first approved by mhra, at that— vaccine was first approved by mhra, at that time mhra approved the pfizer— at that time mhra approved the pfizer vaccine such that the second dose _ pfizer vaccine such that the second dose had _ pfizer vaccine such that the second dose had to be given at around 21 days _ dose had to be given at around 21 days and — dose had to be given at around 21 days. and so there was really no ability— days. and so there was really no ability to— days. and so there was really no ability to be more flexible beyond that, _ ability to be more flexible beyond that, because of the regulatory situation — that, because of the regulatory situation. following the approval of the ptizer— situation. following the approval of the pfizer vaccine by the ema, the ema approval was that the second dose can— ema approval was that the second dose can be given ahead of a minimum of 21 dose can be given ahead of a minimum of21days— dose can be given ahead of a minimum of 21 days with no upper limit to that regulation. the mhra followed and change their regulatory approval such as _ and change their regulatory approval such as the — and change their regulatory approval such as the second dose of the pfizer— such as the second dose of the pfizer vaccine is approved to be given— pfizer vaccine is approved to be given from 21 days with no upper limit _ given from 21 days with no upper limit that — given from 21 days with no upper limit. that allows further flexibility. jcvi considered the situation as to whether this extra flexibility— situation as to whether this extra flexibility was worthwhile and beneficial in a public health sense. just to— beneficial in a public health sense. just to he — beneficial in a public health sense. just to be clear, the mhra approved, they have licensed the change of dosage regime?— they have licensed the change of dosage regime? they have given reuulato dosage regime? they have given regulatory approval. _ dosage regime? they have given regulatory approval. the - dosage regime? they have given | regulatory approval. the approval has always been given, it is the specific— has always been given, it is the specific wording around the second dose and _ specific wording around the second dose and when it can be given. it was changed. that allows the flexibility to extend the second dose _ flexibility to extend the second dose from a regulatory point of view _ dose from a regulatory point of view. whether that is useful from a public— view. whether that is useful from a public health point of view is obviously something jcvi had to consider — obviously something jcvi had to consider. towards the end of december, as you will know, we had a very bad _ december, as you will know, we had a very bad situation in the uk, and we still do _ very bad situation in the uk, and we still do. firstly because of the increased _ still do. firstly because of the increased transmissibility of the new variant, and the very high rise in the _ new variant, and the very high rise in the number of cases. at the same time we _ in the number of cases. at the same time we had — in the number of cases. at the same time we had a situation that although the vaccine programme is being _ although the vaccine programme is being rolled out, we are limited by the vaccine — being rolled out, we are limited by the vaccine supply. and so there is constraint— the vaccine supply. and so there is constraint as to how many doses are available _ constraint as to how many doses are available. apart from the pfizer vaccine — available. apart from the pfizer vaccine trials, we also had trial results — vaccine trials, we also had trial results being reported on the astrazeneca vaccine and the moderna vaccine _ astrazeneca vaccine and the moderna vaccine i_ astrazeneca vaccine and the moderna vaccine. i will go through those in detail~ _ vaccine. i will go through those in detail~ we — vaccine. i will go through those in detail. we start with the pfizer vaccine — detail. we start with the pfizer vaccine. the vaccine effectiveness after _ vaccine. the vaccine effectiveness after the — vaccine. the vaccine effectiveness after the first dose has been reported by the manufacturers and others _ reported by the manufacturers and others as— reported by the manufacturers and others as being, which counts after day one. _ others as being, which counts after day one, the first dose to the second — day one, the first dose to the second dose, which is around 21 days _ second dose, which is around 21 days we — second dose, which is around 21 days. we know that vaccines do not work _ days. we know that vaccines do not work immediately. if i receive a vaccine — work immediately. if i receive a vaccine today i am not protected tomorrow — vaccine today i am not protected tomorrow. it takes about two weeks for the _ tomorrow. it takes about two weeks for the immune response to be generated before i can become protected. public health england have therefore taken the data from the vaccine — have therefore taken the data from the vaccine trial, pfizer trial, and calculated — the vaccine trial, pfizer trial, and calculated the expected efficacy from _ calculated the expected efficacy from the time you would expect the vaccine _ from the time you would expect the vaccine to— from the time you would expect the vaccine to be effective, which is about _ vaccine to be effective, which is about 14 — vaccine to be effective, which is about 14 days after the first dose is given — about 14 days after the first dose is given. the efficacy for the pfizer— is given. the efficacy for the pfizer vaccine from 14 days to the time _ pfizer vaccine from 14 days to the time of _ pfizer vaccine from 14 days to the time of the — pfizer vaccine from 14 days to the time of the second dose is about 89, 90%~ _ time of the second dose is about 89, 90%~ very— time of the second dose is about 89, 90%. very high. a similar calculation was done for the astrazeneca vaccine trials from day 22, after _ astrazeneca vaccine trials from day 22, after the first dose, when you would _ 22, after the first dose, when you would expect the vaccine to have an effect, _ would expect the vaccine to have an effect, to _ would expect the vaccine to have an effect, to the second dose and calculated efficacy of about 73%. an important _ calculated efficacy of about 73%. an important feature of the a z calculated efficacy of about 73%. an important feature of the a 2 trials is the _ important feature of the a 2 trials is the timing of the second dose varied _ is the timing of the second dose varied across populations and in different— varied across populations and in different parts of the world because the trial— different parts of the world because the trial was done in different areas — the trial was done in different areas. the second dose was given at varying _ areas. the second dose was given at varying time — areas. the second dose was given at varying time intervals across the studies — varying time intervals across the studies. they were able to show that the first— studies. they were able to show that the first dose effectiveness seemed to last _ the first dose effectiveness seemed to last up _ the first dose effectiveness seemed to last up to 12 weeks. i will give an example of the range. if you look at the _ an example of the range. if you look at the published results, over 60% of people _ at the published results, over 60% of people who received a second a z of people who received a second a 2 dose received it after six weeks. in the uk _ dose received it after six weeks. in the uk part— dose received it after six weeks. in the uk part of the trial, over one third _ the uk part of the trial, over one third received a second dose actually— third received a second dose actually after 12 weeks, so there is quite _ actually after 12 weeks, so there is quite a _ actually after 12 weeks, so there is quite a range of timings to the second — quite a range of timings to the second dose.— quite a range of timings to the second dose. ., ,, , ., ., ,, , ., second dose. thank you. thank you. i think that has — second dose. thank you. thank you. i think that has given _ second dose. thank you. thank you. i think that has given a _ second dose. thank you. thank you. i think that has given a good _ think that has given a good introductory summary and my colleagues will have further questions of detail on that. let me ask a couple of supplementary questions. the committee published a short statement on new year's eve and in the case of the astrazeneca vaccine, the conclusion was the protective immunity from the first doseis protective immunity from the first dose is likely to last for a duration of 12 weeks. and then that has in brackets unpublished data. clearly a lot rests on this and the standard of science is to publish data and allow it to be examined by fellow scientists, to have confidence in it. is there any reason why that data is not published? it reason why that data is not published?— reason why that data is not published? it is commercial sensitive — published? it is commercial sensitive data. _ published? it is commercial sensitive data. it _ published? it is commercial sensitive data. it is - published? it is commercial sensitive data. it is not - published? it is commercial. sensitive data. it is not owned published? it is commercial- sensitive data. it is not owned by jch _ sensitive data. it is not owned by jcvi. so — sensitive data. it is not owned by jcvi. so the _ sensitive data. it is not owned by jcvi. so the publication status of the data — jcvi. so the publication status of the data is— jcvi. so the publication status of the data is dependent on the people who hold _ the data is dependent on the people who hold the data. mhra and jcvi often _ who hold the data. mhra and jcvi often view unpublished data ahead of publication in order to make decisions. just as we saw the pfizer data before — decisions. just as we saw the pfizer data before the pfizer vaccine trial was reported, so the same has occurred — was reported, so the same has occurred. �* was reported, so the same has occurred-— was reported, so the same has occurred. �* , ., occurred. but when very important ublic occurred. but when very important public consequences _ occurred. but when very important public consequences follow - occurred. but when very important public consequences follow from i occurred. but when very important | public consequences follow from it, peer review and the opportunity for fellow expert scientists to interrogate the data, it is clearly very important. we have seen some published analysis of the clinical trials data. would you not think it appropriate to publish that data, given there is such a radical change in the regime that results from it? i agree, ifully in the regime that results from it? i agree, i fully support the publication of the data. are you prevented _ publication of the data. are you prevented by — publication of the data. are you prevented by the _ publication of the data. are you prevented by the protocols - publication of the data. are you | prevented by the protocols from publication of the data. are you - prevented by the protocols from the companies, you are not allowed, you would like to publish but the companies will not allow you to? is that the problem? yes, we do not own the data. _ that the problem? yes, we do not own the data. so— that the problem? yes, we do not own the data, so we see the data under a nondisclosure agreement. it the data, so we see the data under a nondisclosure agreement.— the data, so we see the data under a nondisclosure agreement. it would be for pfizer and — nondisclosure agreement. it would be for pfizer and astrazeneca _ nondisclosure agreement. it would be for pfizer and astrazeneca to - for pfizer and astrazeneca to authorise that, that is helpful. that might be the case in relation to the second point i wanted to pick up to the second point i wanted to pick up from that paper of the 31st of december. in annex a, when you consider the pfizer vaccine and effect of a changed dose regime. the pfizer estimates were verbally given to public health england during discussion. again, to have something thatis discussion. again, to have something that is given only verbally is clearly not something that allows the normal process of scientific scrutiny. is that for the same reason of commercial confidentiality?- reason of commercial confidentiality? reason of commercial confidentiali ? , ., , confidentiality? yes, that is right, but subsequent _ confidentiality? yes, that is right, but subsequent to _ confidentiality? yes, that is right, but subsequent to that _ confidentiality? yes, that is right, but subsequent to that meeting . confidentiality? yes, that is right, - but subsequent to that meeting where it was— but subsequent to that meeting where it was given verbally, the necessary data were _ it was given verbally, the necessary data were published alongside the fta briefing document. it is not in the peer— fta briefing document. it is not in the peer reviewjournal of publication, but in the fda briefing documents. ., , publication, but in the fda briefing documents. . , , , . documents. that is in the public domain and _ documents. that is in the public domain and can _ documents. that is in the public domain and can be _ documents. that is in the public domain and can be examined i documents. that is in the public. domain and can be examined and documents. that is in the public - domain and can be examined and to summarise your review, you think it is desirable that the data should be in the public domain so they can be looked at by peers? i am grateful for that. looked at by peers? i am grateful forthat. let looked at by peers? i am grateful for that. let me turn to my colleague now.— for that. let me turn to my colleague now. professor, can i start with _ colleague now. professor, can i start with you. _ colleague now. professor, can i start with you, please. - colleague now. professor, can i start with you, please. i - colleague now. professor, can i start with you, please. i want i colleague now. professor, can i| start with you, please. i want to talk about — start with you, please. i want to talk about the _ start with you, please. i want to talk about the gc _ start with you, please. i want to talk about the cc vi _ start with you, please. i want to talk about the gc vi priority - start with you, please. i want to talk about the gc vi priority list | talk about the gc vi priority list for vaccination. _ talk about the gc vi priority list for vaccination. there - talk about the gc vi priority list for vaccination. there have - talk about the gc vi priority list | for vaccination. there have been calls— for vaccination. there have been calls for— for vaccination. there have been calls for key— for vaccination. there have been calls for key public— for vaccination. there have been calls for key public service - for vaccination. there have been. calls for key public service workers including _ calls for key public service workers including for— calls for key public service workers including for example _ calls for key public service workers including for example teachers, i including for example teachers, unpaid — including for example teachers, unpaid carers, _ including for example teachers, unpaid carers, to _ including for example teachers, unpaid carers, to be _ including for example teachers, unpaid carers, to be moved - including for example teachers, . unpaid carers, to be moved higher including for example teachers, - unpaid carers, to be moved higher up the priority— unpaid carers, to be moved higher up the priority list— unpaid carers, to be moved higher up the priority list -- _ unpaid carers, to be moved higher up the priority list —— jcvi. _ unpaid carers, to be moved higher up the priority list —— jcvi. in _ unpaid carers, to be moved higher up the priority list —— jcvi. in other- the priority list —— jcvi. in other countries, — the priority list —— jcvi. in other countries, for— the priority list —— jcvi. in other countries, for example - the priority list —— jcvi. in other countries, for example the - the priority list —— jcvi. in other countries, for example the us i the priority list —— jcvi. in other. countries, for example the us and germany, — countries, for example the us and germany, these _ countries, for example the us and germany, these individuals- countries, for example the us and germany, these individuals wouldl countries, for example the us and . germany, these individuals would be higher— germany, these individuals would be higher on— germany, these individuals would be higher on the — germany, these individuals would be higher on the list _ germany, these individuals would be higher on the list for— higher on the list for prioritisation. - higher on the list for prioritisation. why. higher on the list forj prioritisation. why is higher on the list for- prioritisation. why is the jcvi advice — prioritisation. why is the jcvi advice different? _ prioritisation. why is the jcvi advice different?— prioritisation. why is the jcvi advice different? , , ., , ., advice different? this is a question we review regularly _ advice different? this is a question we review regularly and _ advice different? this is a question we review regularly and different l we review regularly and different countries — we review regularly and different countries have to make their own decisions — countries have to make their own decisions as to what to prioritise in terms — decisions as to what to prioritise in terms of— decisions as to what to prioritise in terms of values. for the uk, it was agreed — in terms of values. for the uk, it was agreed early on with the secretary of state and prime minister— secretary of state and prime minister that the first phase of the vaccine _ minister that the first phase of the vaccine programme, we would prioritise — vaccine programme, we would prioritise the saving of lives. and so the _ prioritise the saving of lives. and so the prioritisation groupings you see reflect people who are most at risk of _ see reflect people who are most at risk of dying. this is not to say that— risk of dying. this is not to say that essential workers are not included _ that essential workers are not included. any essential work, whether— included. any essential work, whether health care or teachers, who are themselves closely at risk of dying, _ are themselves closely at risk of dying, either because they have an underlying — dying, either because they have an underlying health condition or because — underlying health condition or because of age, they would be included — because of age, they would be included in the first phase of the programme. i included in the first phase of the programme-— included in the first phase of the programme. i thinki do not think an of us programme. i thinki do not think any of us would _ programme. i thinki do not think any of us would disagree - programme. i thinki do not think any of us would disagree with - programme. i think i do not think. any of us would disagree with health care workers — any of us would disagree with health care workers and _ any of us would disagree with health care workers and elderly— any of us would disagree with health care workers and elderly and - any of us would disagree with health care workers and elderly and care i care workers and elderly and care home _ care workers and elderly and care home residents _ care workers and elderly and care home residents are _ care workers and elderly and care home residents are being - care workers and elderly and care i home residents are being vaccinated first. home residents are being vaccinated first i_ home residents are being vaccinated first i do _ home residents are being vaccinated first i do not — home residents are being vaccinated first. i do not think— home residents are being vaccinated first. i do not think any— home residents are being vaccinated first. i do not think any of— home residents are being vaccinated first. i do not think any of us - first. i do not think any of us would — first. i do not think any of us would have _ first. i do not think any of us would have a _ first. i do not think any of us would have a problem - first. i do not think any of us would have a problem with i first. i do not think any of us - would have a problem with that. i suppose _ would have a problem with that. i suppose the — would have a problem with that. i suppose the question _ would have a problem with that. i suppose the question is _ would have a problem with that. i suppose the question is why- would have a problem with that. i suppose the question is why are i would have a problem with that. i- suppose the question is why are some of these _ suppose the question is why are some of these key— suppose the question is why are some of these key public _ suppose the question is why are some of these key public service _ suppose the question is why are some of these key public service workers . of these key public service workers not in _ of these key public service workers not in the — of these key public service workers not in the next _ of these key public service workers not in the next phase _ of these key public service workers not in the next phase of— not in the next phase of vaccination, _ not in the next phase of vaccination, because . not in the next phase of vaccination, because i. not in the next phase of— vaccination, because i understand, at the _ vaccination, because i understand, at the moment, _ vaccination, because i understand, at the moment, they— vaccination, because i understand, at the moment, they are _ vaccination, because i understand, at the moment, they are right - vaccination, because i understand, i at the moment, they are right down in terms _ at the moment, they are right down in terms of— at the moment, they are right down in terms of the _ at the moment, they are right down in terms of the list. _ at the moment, they are right down in terms of the list. is _ at the moment, they are right down in terms of the list. is there... - at the moment, they are right down in terms of the list. is there... do . in terms of the list. is there... do you have — in terms of the list. is there... do you have any— in terms of the list. is there... do you have any points _ in terms of the list. is there... do you have any points to _ in terms of the list. is there... do you have any points to make - in terms of the list. is there... do you have any points to make on . in terms of the list. is there... do - you have any points to make on that? we have _ you have any points to make on that? we have not— you have any points to make on that? we have not decided _ you have any points to make on that? we have not decided who _ you have any points to make on that? we have not decided who or- you have any points to make on that? we have not decided who or how - you have any points to make on that? we have not decided who or how to l we have not decided who or how to prioritise _ we have not decided who or how to prioritise the second phase of the programme. at the moment, in the first phase, — programme. at the moment, in the first phase, teachers or 50 years of age. _ first phase, teachers or 50 years of age. would — first phase, teachers or 50 years of age, would be included in the first phase _ age, would be included in the first phase of— age, would be included in the first phase of the programme. anybody below— phase of the programme. anybody below 50 _ phase of the programme. anybody below 50 of working age and without health _ below 50 of working age and without health conditions, they would be considered in the second phase. it may be _ considered in the second phase. it may be that essential workers are prioritised — may be that essential workers are prioritised in the second phase. there _ prioritised in the second phase. there is— prioritised in the second phase. there is a — prioritised in the second phase. there is a supplementary question which _ there is a supplementary question which is _ there is a supplementary question which is how we identify who is an essential— which is how we identify who is an essential health worker, and whether they can _ essential health worker, and whether they can be _ essential health worker, and whether they can be called up in a mass vaccination _ they can be called up in a mass vaccination programme. those decisions — vaccination programme. those decisions have not been made yet. am i riaht decisions have not been made yet. am i ri-ht in decisions have not been made yet. am i right in saying it is a mathematical- i right in saying it is a i mathematical modelling i right in saying it is a - mathematical modelling that i right in saying it is a _ mathematical modelling that was used in terms _ mathematical modelling that was used in terms of— mathematical modelling that was used in terms of virus — mathematical modelling that was used in terms of virus transmission, - mathematical modelling that was used in terms of virus transmission, used i in terms of virus transmission, used as part _ in terms of virus transmission, used as part of— in terms of virus transmission, used as part of the — in terms of virus transmission, used as part of the decision—making i as part of the decision—making process— as part of the decision—making process for— as part of the decision—making process for prioritisation? i as part of the decision-making process for prioritisation? models are alwa s process for prioritisation? models are always used _ process for prioritisation? models are always used for _ process for prioritisation? models are always used for looking i process for prioritisation? models are always used for looking at i process for prioritisation? models| are always used for looking at how different _ are always used for looking at how different strategies might work. the model— different strategies might work. the model you _ different strategies might work. the model you might be referring to is modelling — model you might be referring to is modelling two different strategies. one to _ modelling two different strategies. one to target people who are individually at risk, the other strategy— individually at risk, the other strategy is whether to target people who transmit the virus as opposed to people _ who transmit the virus as opposed to people who _ who transmit the virus as opposed to people who are personally at risk. this is— people who are personally at risk. this is an — people who are personally at risk. this is an example of the stark contrast — this is an example of the stark contrast. the people most likely to transmit— contrast. the people most likely to transmit are those with the most number— transmit are those with the most number of— transmit are those with the most number of contacts and they are generally— number of contacts and they are generally the younger population, whereas— generally the younger population, whereas people most at personal risk of the _ whereas people most at personal risk of the elderly. can whereas people most at personal risk of the elderly-— of the elderly. can i 'ust check... so, can of the elderly. can i 'ust check... so, can .— of the elderly. can i 'ust check... so. can ijust h of the elderly. can i 'ust check... so, can i just check i of the elderly. can ijust check... so, can ijust check on _ of the elderly. can ijust check... so, can ijust check on that? i i of the elderly. can ijust check... so, can ijust check on that? i doj so, can i 'ust check on that? i do not know’— so, can ijust check on that? i do not know whether _ so, can ijust check on that? not know whether you can hear so, can ijust check on that?“ not know whether you can hear us, you have frozen.— not know whether you can hear us, you have frozen. were these figures used as part — you have frozen. were these figures used as part of _ you have frozen. were these figures used as part of the _ you have frozen. were these figures used as part of the modelling? i you have frozen. were these figures used as part of the modelling? canl used as part of the modelling? can ou 'ust used as part of the modelling? you just repeat the question, we lost you for a second? apologies. i willt lost you for a second? apologies. i will try again- _ lost you for a second? apologies. i will try again- i— lost you for a second? apologies. i will try again. i just _ lost you for a second? apologies. i will try again. i just said _ lost you for a second? apologies. i will try again. i just said that i lost you for a second? apologies. i will try again. ijust said that a i will try again. ijust said that a typical— will try again. ijust said that a typical primary _ will try again. ijust said that a typical primary school- will try again. ijust said that a typical primary school teacherl will try again. ijust said that a i typical primary school teacher will have 30 _ typical primary school teacher will have 30 children _ typical primary school teacher will have 30 children in _ typical primary school teacher will have 30 children in their- typical primary school teacher will have 30 children in their class- typical primary school teacher will have 30 children in their class in. have 30 children in their class in close _ have 30 children in their class in close proximity— have 30 children in their class in close proximity for— have 30 children in their class in close proximity for a _ have 30 children in their class in close proximity for a day, - have 30 children in their class in close proximity for a day, a i have 30 children in their class in. close proximity for a day, a typical secondary— close proximity for a day, a typical secondary teacher _ close proximity for a day, a typical secondary teacher could _ close proximity for a day, a typical secondary teacher could have i close proximity for a day, a typical secondary teacher could have up . close proximity for a day, a typicall secondary teacher could have up to 180, secondary teacher could have up to 180. possibly— secondary teacher could have up to 180, possibly 200 _ secondary teacher could have up to 180, possibly 200 individuals - secondary teacher could have up to 180, possibly 200 individuals in. 180, possibly 200 individuals in their— 180, possibly 200 individuals in their classroom _ 180, possibly 200 individuals in their classroom over— 180, possibly 200 individuals in their classroom over the - 180, possibly 200 individuals in their classroom over the course 180, possibly 200 individuals in. their classroom over the course of their classroom over the course of the day _ their classroom over the course of the day. where _ their classroom over the course of the day. where these _ their classroom over the course of the day. where these figures i their classroom over the course ofj the day. where these figures used when _ the day. where these figures used when the — the day. where these figures used when the modelling _ the day. where these figures used when the modelling was _ the day. where these figures used i when the modelling was considered? the modelling — when the modelling was considered? the modelling considers— when the modelling was considered? j the modelling considers transmitters versus— the modelling considers transmitters versus people most at risk. coming to your— versus people most at risk. coming to your specific question about teachers — to your specific question about teachers and who they encounter, the current _ teachers and who they encounter, the current understanding is really not that teachers transmit to children but more — that teachers transmit to children but more likely the other way, that children— but more likely the other way, that children as — but more likely the other way, that children as a group might transmit to teachers, so from a transmission point _ to teachers, so from a transmission point of— to teachers, so from a transmission point of view— to teachers, so from a transmission point of view wanting to block transmission, you would have to vaccinate — transmission, you would have to vaccinate children to prevent teachers _ vaccinate children to prevent teachers from becoming infected. perhaps _ teachers from becoming infected. perhaps more important, which is the fundamental question, is the question— fundamental question, is the question of whether vaccines block transmission. at the moment, the trials _ transmission. at the moment, the trials indicate vaccines stop people from becoming on well with covid—19. we do _ from becoming on well with covid—19. we do not _ from becoming on well with covid—19. we do not have sufficient information to know if the vaccine blocks _ information to know if the vaccine blocks transmission. therefore, trying _ blocks transmission. therefore, trying to— blocks transmission. therefore, trying to target transmitters, a transmission group as the strategy, is currently — transmission group as the strategy, is currently not possible, because we do _ is currently not possible, because we do not — is currently not possible, because we do not know if the vaccine will do that — we do not know if the vaccine will do that i— we do not know if the vaccine will do that. ., , we do not know if the vaccine will do that. . , .. , ., , we do not know if the vaccine will do that. . , , ., , ., do that. i am using teachers as an exam - le do that. i am using teachers as an example but _ do that. i am using teachers as an example but we _ do that. i am using teachers as an example but we could _ do that. i am using teachers as an example but we could also - do that. i am using teachers as an example but we could also talk i do that. i am using teachers as an i example but we could also talk about members _ example but we could also talk about members of — example but we could also talk about members of the _ example but we could also talk about members of the police _ example but we could also talk about members of the police force, - example but we could also talk about members of the police force, prison. members of the police force, prison officers. _ members of the police force, prison officers. was — members of the police force, prison officers. was any _ members of the police force, prison officers, was any consideration i officers, was any consideration given— officers, was any consideration given to — officers, was any consideration given to the _ officers, was any consideration given to the impact _ officers, was any consideration given to the impact on - officers, was any consideration given to the impact on public l given to the impact on public services, _ given to the impact on public services, if_ given to the impact on public services, if individuals - given to the impact on public services, if individuals in- given to the impact on public i services, if individuals in these groups— services, if individuals in these groups were _ services, if individuals in these groups were infected? - services, if individuals in these groups were infected? i- services, if individuals in these groups were infected? i know. services, if individuals in thesei groups were infected? i know it services, if individuals in these - groups were infected? i know it only takes _ groups were infected? i know it only takes one _ groups were infected? i know it only takes one or— groups were infected? i know it only takes one or two _ groups were infected? i know it only takes one or two teachers _ groups were infected? i know it only takes one or two teachers or- groups were infected? i know it only takes one or two teachers or prisoni takes one or two teachers or prison officers _ takes one or two teachers or prison officers to— takes one or two teachers or prison officers to become _ takes one or two teachers or prison officers to become infected - takes one or two teachers or prison officers to become infected to - takes one or two teachers or prison officers to become infected to put i officers to become infected to put the system — officers to become infected to put the system under— officers to become infected to put the system under strain. - officers to become infected to put the system under strain. iiusit- officers to become infected to put the system under strain. just going back to the — the system under strain. just going back to the science, _ the system under strain. just going back to the science, if— the system under strain. just going back to the science, if a _ the system under strain. just going back to the science, if a vaccine - back to the science, if a vaccine does _ back to the science, if a vaccine does not — back to the science, if a vaccine does not stop transmission, vaccinating one prison officer does not stop— vaccinating one prison officer does not stop that prison officer from necessarily transmitting the virus to another— necessarily transmitting the virus to another prison officer, and the same _ to another prison officer, and the same would apply for any other work situation _ same would apply for any other work situation. the vaccine would only stop the — situation. the vaccine would only stop the individual vaccinated from acquiring _ stop the individual vaccinated from acquiring symptomatic disease. so a modet— acquiring symptomatic disease. so a model that _ acquiring symptomatic disease. so a model that used to the vaccine to stop transmission, at the moment, would _ stop transmission, at the moment, would not _ stop transmission, at the moment, would not be based on any evidence that the _ would not be based on any evidence that the vaccine does that. gk, would not be based on any evidence that the vaccine does that.— that the vaccine does that. ok, so it was solely _ that the vaccine does that. ok, so it was solely based _ that the vaccine does that. ok, so it was solely based on _ that the vaccine does that. ok, so | it was solely based on transmission and hot _ it was solely based on transmission and not looking _ it was solely based on transmission and not looking at _ it was solely based on transmission and not looking at the _ it was solely based on transmission and not looking at the impact? - it was solely based on transmission and not looking at the impact? i. it was solely based on transmission| and not looking at the impact? i am going _ and not looking at the impact? i am going to _ and not looking at the impact? i am going to move — and not looking at the impact? i am going to move on _ and not looking at the impact? i am going to move on i_ and not looking at the impact? i am going to move on. i have _ and not looking at the impact? i am going to move on. i have a - and not looking at the impact? i am going to move on. i have a couple l and not looking at the impact? i am| going to move on. i have a couple of quick— going to move on. i have a couple of quick questions _ going to move on. i have a couple of quick questions. doctor— going to move on. i have a couple of quick questions. doctor ramsey, - going to move on. i have a couple of quick questions. doctor ramsey, do| quick questions. doctor ramsey, do we have _ quick questions. doctor ramsey, do we have enough— quick questions. doctor ramsey, do we have enough data _ quick questions. doctor ramsey, do we have enough data for _ quick questions. doctor ramsey, do we have enough data for phase - quick questions. doctor ramsey, do we have enough data for phase two| quick questions. doctor ramsey, do l we have enough data for phase two of prioritisation? — we have enough data for phase two of prioritisation? i— we have enough data for phase two of prioritisation? ithink— we have enough data for phase two of prioritisation? i think in _ prioritisation? i think in particular. _ prioritisation? i think in particular, are - prioritisation? i think in particular, are you - prioritisation? i think in - particular, are you confident you could _ particular, are you confident you could identify— particular, are you confident you could identify other— particular, are you confident you could identify other key- particular, are you confident you could identify other key workers| particular, are you confident you i could identify other key workers we may wish— could identify other key workers we may wish to — could identify other key workers we may wish to prioritise? _ could identify other key workers we may wish to prioritise? [f— could identify other key workers we may wish to prioritise? if as - could identify other key workers we may wish to prioritise?— may wish to prioritise? if as the rofessor may wish to prioritise? if as the professor says. _ may wish to prioritise? if as the professor says, the _ may wish to prioritise? if as the professor says, the vaccine - professor says, the vaccine interrupts transmission, there are questions about whether we should just vaccinate all the adult workforce or all the adults, not necessarily the workforce. if we want to within that group prioritise that would depend on the supply situation at that time. we have good information in the ons on mortality and occupations which we looked at in phase one, but the issue is probably not about mortality but more about the resilience of the workforce, then that actually is a decision that probably is beyond the health data we normally work with. i think there will be other factors we have to consider at that time. it is almost a societal decision on which occupations are the ones we most want to protect in order to keep society going. i think that will be part of the government departments, data collection, and i am sure sage have looked at some of those occupations, looked at occupations that seem to be at higher risk of exposure. there is data on contacts people have, so there is a range of data but i think there will be some qualitative and societal priorities that will have to be within that. essentially the role is to provide data and get evidence but ministers make the final decision and that is the role of other government departments. if the role of other government departments-— the role of other government departments. the role of other government deartments. , , , , ., departments. if this is beyond the sco -e of departments. if this is beyond the scope of the _ departments. if this is beyond the scope of the nhs _ departments. if this is beyond the scope of the nhs to _ departments. if this is beyond the scope of the nhs to have - departments. if this is beyond the scope of the nhs to have that - departments. if this is beyond the| scope of the nhs to have that sort of information, _ scope of the nhs to have that sort of information, he _ scope of the nhs to have that sort of information, he would - scope of the nhs to have that sort of information, he would be - scope of the nhs to have that sort of information, he would be best i of information, he would be best placed _ of information, he would be best placed irr— of information, he would be best placed in order— of information, he would be best placed in order to— of information, he would be best placed in order to identify- of information, he would be best placed in order to identify these i placed in order to identify these individuals— placed in order to identify these individuals we _ placed in order to identify these individuals we might _ placed in order to identify these individuals we might wish - placed in order to identify these individuals we might wish to - individuals we might wish to prioritise? _ individuals we might wish to prioritise?— individuals we might wish to rioritise? . , , ., prioritise? that is something you mi . ht prioritise? that is something you might want _ prioritise? that is something you might want to — prioritise? that is something you might want to ask _ prioritise? that is something you might want to ask the _ prioritise? that is something you might want to ask the minister i might want to ask the minister later. clearly there is a value, economicjudgment that is broader than the pure health decisions. jcvi is making decisions on cases and those sorts of things. we have occupation on the pillar two testing data, so we know that the rates of infection in different occupations. but what we do not have is perhaps the impact of some of those softer things, for example people being off work because they are isolating because of family members and those issues, and that may be where that sort of more broader data that is probably connected through other parts of government would be more useful, i think. parts of government would be more useful, ithink. i parts of government would be more useful, ithink.— useful, i think. i know we are -ushed useful, i think. i know we are pushed for — useful, i think. i know we are pushed for time _ useful, i think. i know we are pushed for time so _ useful, i think. i know we are pushed for time so i - useful, i think. i know we are pushed for time so i will - useful, i think. i know we are| pushed for time so i will make useful, i think. i know we are i pushed for time so i will make a final— pushed for time so i will make a final point _ pushed for time so i will make a final point i_ pushed for time so i will make a final point. i am _ pushed for time so i will make a final point. i am talking - final point. i am talking specifically— final point. i am talking specifically about - final point. i am talking - specifically about identifying individuals _ specifically about identifying individuals you _ specifically about identifying individuals you might - specifically about identifying individuals you might wish . specifically about identifying | individuals you might wish to prioritise _ individuals you might wish to rioritise. ., individuals you might wish to prioritise-— individuals you might wish to rioritise. ., ., ., ., prioritise. you mean in order to call them _ prioritise. you mean in order to call them in? — prioritise. you mean in order to call them in? 0k. _ prioritise. you mean in order to call them in? ok. that- prioritise. you mean in order to call them in? ok. that is - prioritise. you mean in order to - call them in? ok. that is something we would have to work with the appropriate industries to do. most of the larger industries and public sector industries will have occupational health services who can identify people. obviously, if you look at what we have been doing in testing, there is a system where people self identify as key workers and there is a check on that. we can use that technology to roll out the next phase if we target specific occupations. next phase if we target specific occupations-— next phase if we target specific occuations. . ~' , ., ., , occupations. thank you. professor, ou occupations. thank you. professor, you wanted — occupations. thank you. professor, you wanted to _ occupations. thank you. professor, you wanted to come _ occupations. thank you. professor, you wanted to come in? _ occupations. thank you. professor, you wanted to come in? i _ occupations. thank you. professor, you wanted to come in? i want - occupations. thank you. professor, you wanted to come in? i want to l you wanted to come in? i want to remind everybody _ you wanted to come in? i want to remind everybody that _ you wanted to come in? i want to remind everybody that in - you wanted to come in? i want to remind everybody that in terms l you wanted to come in? i want to| remind everybody that in terms of protecting — remind everybody that in terms of protecting people within a constrained vaccine supply, the estimates are that we have to vaccinate _ estimates are that we have to vaccinate only about 250 people aged over 80 _ vaccinate only about 250 people aged over 80 to _ vaccinate only about 250 people aged over 80 to save one life and for care _ over 80 to save one life and for care home _ over 80 to save one life and for care home residents somewhere between — care home residents somewhere between 25—45 care home residents to save one _ between 25—45 care home residents to save one life. if you tried to vaccinate _ save one life. if you tried to vaccinate for example train operators, you would have to vaccinate _ operators, you would have to vaccinate many thousands to save a life. vaccinate many thousands to save a life it _ vaccinate many thousands to save a life it does — vaccinate many thousands to save a life. it does not mean that is not important. — life. it does not mean that is not important, but it is weighing up the values _ important, but it is weighing up the values there, and that is a policy decision— values there, and that is a policy decision on— values there, and that is a policy decision on what value one wants to weigh— decision on what value one wants to weigh up _ decision on what value one wants to weiah u -. . . decision on what value one wants to weiah u. . . , decision on what value one wants to weiahu-. . , , , ., weigh up. that is very helpful. that is the professor _ weigh up. that is very helpful. that is the professor from _ weigh up. that is very helpful. that is the professor from the _ weigh up. that is very helpful. that is the professor from the jcvi - is the professor from thejcvi talking to the vaccines committee. to pick out a couple of things, he said there is still not sufficient evidence to know if vaccination blocks transmission. he said it. someone who is vaccinated acquiring a disease but he said they still do not know if there is sufficient evidence that blocks transmission. he also said it has not been decided yet who and how to prioritise the second phase of the vaccination programme and interesting stats. ia days after the pfizer vaccine, the first dose of the vaccine, we talk about 89—90% protection. after the first dose of the oxford astrazeneca, 73%. and defending and explaining the decision to delay the second dose, but maintaining a two dose schedule of vaccination he said was the right thing to do. now the weather. we have had ic weather around but milder sweeping in, we have had ic weather around but mildersweeping in, bringing a we have had ic weather around but milder sweeping in, bringing a of cloud. through the day a lot of cloud, the rain will be heavy at times. stretching down to the south—east of england. a contrasting temperature, 1—2 in the north—east, 10-11 in temperature, 1—2 in the north—east, 10—11 in the south—west. some mountain snow will come down to lower levels in scotland and northern england tonight. they could be a covering in the central belt and icy stretches first thing thursday morning. mild in the south with cloud and rain. the rain and hill snow will fizzle out. a brighter day in northern ireland on thursday. a contrasting temperature with 2-11. thursday. a contrasting temperature with 2—11. goodbye. this is bbc news with the latest headlines for viewers in the uk and around the world. nearly half of intensive care staff in england could be experiencing symptoms such as post—traumatic stress disorder after treating patients during the first wave of coronavirus, a new study suggests. further lockdown restrictions are being considered in scotland. first minister nicola sturgeon will outline any tightening of the rules later today. uk health secretary matt hancock says the government might also consider introducing tougher restrictions in england. it is possible then to make further restrictions but what i would say is that the most important thing is the compliance with the existing measures, that is the thing that is going to make the difference. do you think lockdown restrictions are working where you are? or do you think they need to be tightened?