As Directors of an environmental outdoor education centre in the recent past for two decades we have experienced children (and teachers) discover a new and abiding relationship with the natural world which at a time when we are experiencing the onset of environmental and climate disaster is essential for future generations. An eight year old who had never seen the stars seeing the milky way for the first say exclaimed, "There ain't no stars in Kilburn". For the first time he was experiencing beyond himself.

Thousands of Union Reps have been trained to help adults retrain, go into apprenticeships, support English for speakers of other Languages and have promoted many workplace based Adult Education Opportunities, this is minimal funding that makes a big difference it needs to continue!

We are currently the only school in Eastbourne with purple, it is popular with the families. The children voted for it only two years ago and it forms part of their sense of school identity. Many families have a stock of purple uniform that they hand down to younger siblings, all of which would be wasted if a new uniform is introduced, a poor example to the next generation in environmental terms. Providing parents with one jumper, one PE shirt and a bag still involves considerable outlay for parents at a time when finances are difficult for many. We believe the proposed changes to be utterly without good reason and the money spent on subsidising new items could be better spent on educational items.

6 children in every class of 30 are at risk of starting the day too hungry to learn. Hungry children struggle to concentrate on lessons and miss out on hours of valuable learning. This all contributes to a learning gap between children from disadvantaged backgrounds and their peers. That’s why the charities Magic Breakfast and Feeding Britain has put forward the ‘School Breakfast Bill’ - a potential new law that would provide schools the support they require to provide a free and nutritious breakfast to children at risk of hunger. But for the bill to become law we need to show that the public supports it. As a result of the COVID-19 pandemic, even more children are at risk of hunger. Will you sign the petition to demand that no child is too hungry to learn?

Diversity performance titled BLM on BGT was choreographed beautiful, staging sensential and message agreed was political. Which dance can be! The nation remains devided on the subject and has been for some time, and will remain that way for some time. The performance has received 10,000 off con complaints. I aim to receive 10,000 signatures of support. Hoping to prevent the performance being removed from YouTube and show choreographers and dancers that there is love for the performance as well as negative responses.

Hundreds of families across the city are being failed. Vulnerable and disabled children who have been assessed as eligible for transport to school have been let down. Routes have changed and been cancelled with no communication with parents. Complaints and concerns are going unanswered. It is time for the Council recognise that they are accountable for this and take action to deal with it

Most student counsellors on these programs have worked for free during COVID-19, providing telephone and/or online counselling to clients, having had minimal training on practicing in this way. Previously, students were not allowed to practice remotely due to ethical implications, but the global pandemic made a sudden change of policy necessary. This has put us at a disadvantage in terms of the marking of our audio submissions (recordings of a session with a client), which had to be recorded under unusual and unprecedented circumstances that fell outside the criteria of the taught program. We want a review of the recent results and marking criteria, taking account of these unusual circumstances in which the work was forced to be done due to COVID-19, and reflecting the commitment and the hard work of student counsellors during these exceptional and difficult times (as well as the disruption to the taught program and student support). They could, for example, calculate average marks based on work handed in before the pandemic. In adhering to pre-COVID marking criteria for work that was carried out in a way that was, by necessity, at odds with the teaching of the program, Salford University is effectively punishing us for the impact that lockdown has had on our studies. Having been unfairly penalised and prevented from qualifying, we will have to continue to work for free and obtain a second audio recording only to face the same dilemma, as most organisations are still not allowing face-to-face counselling sessions to take place. If the same marking criteria are applied a second time and we are similarly penalised we would be liable for an extra year of fees. For those funded by student finance the only financially viable option is to defer for a year. This means that there will be fewer newly qualified counsellors at a time when they are needed more than ever.

Family members are treated like every other child in the inclusive childminding settings. Payment support is available for them too, such as universal credit, tax free childcare and childcare vouchers. It is only the funding which is not allowed. It is unfair to potentially move a settled child from their learning setting just because they are family and will not receive the 15/30 hours funding in the family members setting because of this reason.

There are approximately 20,000 students who did A levels as external students. Some are homeschooling, some re-sitting, often because of a tragedy in their lives. Since they were not in a school or College, CAG doesn't work for them as centres are understandably saying they cannot give them a grade. But it means that unlike every other A level student, they have been left with nothing. Government have said they can re-sit in the autumn. That means they can't go to university this year. But they could be given predicted grades NOW. Most of these students cannot afford to take a gap year. They watch their friends move on and, through no fault of their own, they are left behind. Again. Ferdaus, for example, got a place at Kings College to do medicine. He re-sat due to family illness last year. "I was very very anxious during the confirmation [of results] period. I'm depressed. It's not even limbo. It's nothing. I'm in a black hole." Israt didn't do A levels last year as her father was dying. Now she's left with nothing and says she's 'never felt so low or suicidal.' Another BAME student from a working class family had mental health problems and didn't get the grades they knew they could. Re-sitting was a financial burden on them and their family. Had got a uni place. "I'm a future psychologist. We're all future 'somethings' but our futures are being held hostage for another year. I'm devastated. I can't do this again." Please sign the petition, circulate and contact your MP urgently.

The expertise of teachers has been completely devalued by the unjust and incomprehensible reduction of subject grades and consequently, thousands of students nationally have suffered. Across the board, this reduction has been aimed at secondary schools, academies and sixth form colleges, whilst independent and smaller schools have received a disproportionate rise in top grades. This is blatant discrimination. It is a biased and unjustified action suggesting qualifications are now based on postcode and affluence, not ability. Potentially, highly knowledgeable and hard-working students, completely committed to their subjects, have had their futures obliterated by a skewed, unfair and inscrutable system. Furthermore, to lodge an appeal to the system that discriminated against them is simply unacceptable and students should not feel this is a reasonable way to receive their due results. We urge the Secretary of State for Education, Gavin Williamson, to reinstate teacher assessed grades for A level with immediate effect.

Thousands of school students have had their final results unfairly downgraded. Many received a mark lower than what their teacher predicted - even though no-one sat an exam this year!Those in deprived areas were twice as likely to have their grades lowered. There’s a simple, fair solution: no student should get a grade lower than the one they earned on their mock exam. But today we need to prove to John Swinney that tens of thousands of us in Scotland think this is a better, fairer idea.

Nature Premium Ticks All the Boxes We are campaigning for a positive, long-lasting change for our children, environment, economy and society. A Nature Premium would… MAKE CHILDREN HAPPIER & HEALTHIER AND SET THEM UP TO LEARN Supporting good mental health:  Increased self-worth  Increased resilience  Supporting eudemonic wellbeing  Improved social functioning  Reduced stress  Reduced eco-anxiety Supporting good physical health:  Reducing obesity levels  Increasing daily activity levels  Building muscle co-ordination  Increasing Vitamin D levels  Building immune systems  Natural active play builds core skills especially when the play is child-led. Supporting learning:  Engages children with learning  Has a positive impact on behaviour  Leads to a greater understanding of nature  Makes lessons more enjoyable  Fulfils an Ofsted Framework requirement to create an enriched curriculum  Support children’s creativity, PISA criterium 2021-22 FALL IN LINE WITH GOVERNMENT POLICIES & STRATEGIES  DEFRA – 25 Year Environment Plan  Dept for Education - The DfE Planning Guide for Primary Schools and the supplementary guidance ‘Implementing protective measures in education and childcare settings’  The Ofsted Education Inspection Framework 2019  Children’s Act 2004  HM Treasury commissioned Dasgupta Review 2021  DEFRA commissioned National Food Strategy 2021 LEVEL UP REMOVING THE INEQUITY OF ACCESS TO NATURE Improves social inclusion, and it is fair to all:  Increased diversity in the countryside  All children treated equally  Build children’s understanding of how they fit into the British countryside.  A ring-fenced funded, statutory requirement would empower schools to teach nature.  Learn to respect nature and the Country Code ENCOURAGE SAFER LEARNING OUTSIDE Reduces the risk of COVID-19 infection:  Children learn to manage their own risk  Children understand good hygiene  Children learn how to stay safe in the countryside  Children see how time passes, seasons change, see that change can also be good  Children can be more dispersed than inside SHOW INTERNATIONAL STATESMANSHIP As Britain led the Industrial Revolution, we can now lead the Nature Revolution:  UNCRC Article 12/29/31  OECD children’s wellbeing indicator set  UN decade of ecological recovery  World Economic Forum Global Risks 2020  UN Sustainability Development Goals  COP26  Net Zero target  Plans for a green industrial revolution to Build Back Greener TRANSFORM A GENERATION TO BE STEWARDS FOR THE PLANET The Nature Premium would establish:  Children and Young People engaged with caring for their environment  Whole school communities empowered to live sustainably  Families inspired to learn with and from their children about nature  Communities taking responsibility for local biodiversity  A skilled and knowledgeable generation contributing to a new greener economy  Inspiration to focus on career paths in both heritage and new ‘green’ industries