Nutritional Guidance for Early Years: food choices for children aged 1-5 years in early education and childcare settings
Nutritional guidance for early education and childcare settings for children aged 1-5
2 Eating habits, nutrients, foods and menu planning
A varied and nutritious diet and regular physical activity are very important to ensure healthy growth and development in young children. 10,11,12 In the short term, they not only improve growth but also improve concentration and support children's learning. 10,13 There are longer term health benefits as well, as poor eating habits in childhood can lead to the development of obesity 14 and anaemia as a result of iron deficiency. 13,15
Even more importantly, a good diet in childhood can help to prevent the risk of serious diseases common in later in life, 15,16 such as cancer, cardiovascular disease, diabetes and osteoporosis.
2.1 Developing good eating habits
National Care Standard 3.31 requires that children and young people have the opportunity to learn about healthy lifestyles, including a healthy diet. This covers a number of points:
- Encourage children to experiment: offering a variety of foods and repeatedly introducing new foods from an early age encourages children to experiment and accept different tastes and textures. 17
- Plan snack and meal times: we already know that young children need to have structure to their day and this applies to planning times for eating and drinking. Children differ in their responses to food being made available: most children enjoy food and usually welcome an opportunity to take a snack or drink when they are hungry or thirsty. However some children are less interested, may be distracted while playing and can 'forget' or be 'too busy' to choose to eat or drink. This can result in children becoming 'over' hungry or thirsty, leading to difficult behaviour. Therefore, it is important to organise snack time so that every child has a chance to eat and drink. Snack time provides an excellent opportunity for children to: practise personal hygiene by washing their hands before eating/drinking; learn about healthy snacks and drinks; and learn to try new foods and chat to staff about their likes and dislikes. Children are more likely to try new foods if they see other children eating them. For all these reasons, a timetabled snack time, supervised by staff to ensure that every child's needs are met, is regarded as current best practice.
- Allow plenty of time: give children enough time to finish eating and drinking - once they have started to eat, this may take around 15 minutes for a snack and 30 minutes for a meal. Children need to eat regularly and it is recommended that they be offered something to eat at least every 3 hours. Snacks are best given well before or after meal times to avoid spoiling the appetite for the next meal.
- Develop social skills: when children sit down together to eat and drink this provides an excellent opportunity for them to learn good social skills and behaviours associated with eating and drinking. For example: chatting to other children and adults, developing good table manners, offering and sharing food, learning to respect others, tasting and trying foods from different cultures. Try to avoid distractions such as television and lots of noise.
- Provide good role models: children often model their behaviour on others. Therefore, encouraging good food choices and eating habits in the adults, brothers and sisters, and friends around children is important in reinforcing the right messages.
Further information and activities for building positive eating habits is provided in Adventures in Foodland.4
CASE STUDY
Snacking Together at Ladywell Nursery School
Ladywell Nursery School used to run an 'open snack' system, however staff were concerned that some children were not keen to have a snack while others were limited in the foods they would try. Issues around hygiene, e.g. children washing their hands properly and the use of utensils to serve food, were also raised. It was decided that, for a trial period, snack time would be a group activity with an early years worker sitting with each group of children. Snack items were set on a tray which was taken to the group table where the children helped to prepare and serve the snack. This new way of approaching snack time was so successful that it has now been adopted as permanent practice and staff have highlighted a range of benefits:
- Development of social skills through interaction and co-operation with others, e.g. taking turns.
- Development of language skills as children and adults talk together about what they are eating, foods they like to eat and health issues including toothbrushing and handwashing.
- Children are more easily encouraged to try new foods and can see what the whole food looks like before helping an adult to prepare and serve it.
- Staff are more aware of what children are eating and can share this information with parents.
- Children can make suggestions for foods to be included in the snack menu.
- Staff can observe children closely, gathering information for their profiles in several areas of development.
Overall, snack time is now less stressful for the children and both children and adults enjoy it!
2.2 Foods and nutrients
Energy needs: getting the balance right
Children need energy to enable them to grow and develop and be active. Essentially, energy from food and drink provides 'fuel' for the body. Energy comes from foods containing carbohydrate, fat and protein. The precise amount of energy required for an individual child depends on their age, size, gender, rate of growth and level of activity.
For good health and optimal growth, it is important to get the balance right between energy consumed in food and energy expenditure. 14 Children who are regularly active (see section 3.4) are able to achieve a better energy balance than children who are less physically active. 14
Dietary fibre
Dietary fibre as part of a varied, balanced diet is essential for good health at all ages. Although there are no specific dietary recommendations for children aged 1 to 5 years, children who follow the 'five-a-day' guidance on fruit and vegetable intake and who have some wholegrain foods, e.g. wholegrain bread, cereals and pulses (e.g. peas, beans, lentils), incorporated into their daily diets will have an adequate intake of dietary fibre to maintain good health as they grow.
Vitamins, minerals and bioactive components
These are essential for growth, development and normal body functions. Some vitamins and minerals are important for the immune system to protect against ill health and disease. Children aged 1 to 5 have a high requirement for vitamins and minerals because of the rapid rate of growth and bone development during these years. An adequate intake of vitamins and minerals will be provided by a varied well-balanced diet, as described in the guidance. Vitamin D is the one exception to this: obtaining adequate vitamin D depends on getting enough sunlight and/or taking supplements ( see Appendix 2).
There are some compounds in foods (bioactive components) that do not fall into the categories of vitamins and minerals or nutrients, e.g. lycopene and flavonoids. Some of these compounds help to protect against ill health and disease. Vegetables, some fruits and other plant foods such as fresh herbs are particularly good sources of these.
Further guidance on the role of nutrients and key sources of nutrients are provided in Adventures in Foodland. 4
2.3 Menu planning and nutrient guidance
Menu planning
Menu planning is very important in achieving a well-balanced and healthy diet for the children in your care. It will also help you to work towards providing the quality of service described in National Care Standard 3.4. 1
Menu planning should be done by a member of staff with the knowledge and skills and an understanding of children's differing nutritional needs. The menu planning guidance set out below should be used to help produce a written menu covering all food provided, i.e. meals, snacks and drinks.
Young children have changing likes and dislikes and their appetite and willingness to try new foods varies. Different foods and portion sizes may need to be interchanged as breakfast, snacks, light meals or main meals. This need for flexibility to allow for changing eating habits has been taken into account in the guidance on food groups and menu planning. Children's cultural background should also be acknowledged and any special dietary requirements included in planning meals and snacks, as reflected in National Care Standards - Early Education and Childcare up to the Age of 16; Health and Wellbeing Standard 3.4. 1
In planning a menu it is important to include a variety of sensory qualities, e.g. taste, texture, flavours, colours and temperature. This will help children's learning and enjoyment of food. Early and repeated exposure to a food also helps children to accept it and learn to like it in the long term. 17
In the food groups and sample menus that follow, descriptions of foods and the frequency of serving are given only as a guide towards meeting the nutritional guidance. A flexible approach, building on catering experience, skills and local tastes, will allow a wide range of food and menu options to be used. The menu planning guidance is based on the five food groups (see Adventures in Foodland4 for further information).
It is important to ensure that all food is stored and prepared safely. For the most up-to-date information on food safety and hygiene for the early years see the Food Standards Agency's Eatwell website ( www.eatwell.gov.uk ). 18 It is packed with reliable and practical advice about healthy eating, understanding food labels and how what we eat can affect our health.
The Food Standards Agency has also developed specifications for the quality of processed foods to be used in school meals, 19 which may be useful for foods used in catering for the early years sector.
Menu Planning by Food Group
Group 1: Bread, Other Cereals and Potatoes |
Guidance for Children aged 1-5 years |
Why? |
---|---|---|
All types of breads, other cereals (breakfast cereal, oats/oatcakes, rice, pasta, noodles, couscous, maize meal), potato and starchy root crops (e.g. sweet potato, yam), green plantains |
Every meal and most snacks should contain a portion or portions of food from this group. |
Starchy foods provide essential energy for children and are an important source of many vitamins, minerals and fibre. Encourage children to eat these foods to satisfy their appetites. |
Bread |
A variety of breads: wholegrain/wholemeal, brown, white, bread-based snacks (e.g. yeast-type buns, scones) should be available daily as part of a meal and/or snack for all children. Crusty bread, quarters of bread rolls and buns are popular and can be offered at snack or meal times. |
Bread provides for the varying appetites and energy requirements of young children. |
Breakfast cereals |
Breakfast cereals may be offered at breakfast or snack time. A variety of low-sugar breakfast cereals, e.g. wheat biscuits, porridge, cornflakes, rice snaps, unsweetened puffed wheat, should be available. These breakfast cereals are low in added sugars a (most of these products contain less than 15% added sugars, a i.e. less than 15g per 100g). There are plenty of breakfast cereals with a low added sugar a content to choose from. |
Breakfast cereals are a popular food with young children; they provide energy, many vitamins, minerals and fibre. Many varieties are fortified with iron, folate and other nutrients, providing an important source of these in the diet. In addition, as they are usually eaten with milk, this provides further nutrients, such as calcium, phosphorus, protein, etc. |
Potatoes, sweet potatoes, yams |
Fresh cooked potatoes should be served regularly in different ways: mashed, boiled, oven baked or as potato wedges or roast potatoes with a light coating of olive, sunflower or rapeseed oil. |
Fresh cooked potatoes served in different ways provide a variety of textures. They are an excellent, high-quality source of energy and nutrients for children. They are rich in the B vitamins and an important source of vitamin C. |
Rice, pasta, noodles, couscous |
These foods are popular with young children and should be provided regularly as alternatives to bread and/or potatoes. Wholegrain varieties are suitable for all children. They may be enjoyed as part of hot or cold dishes, in soups and combined with vegetables. There is no need to add salt when cooking foods from this group. |
These foods are a good source of carbohydrate energy and B vitamins. They provide a variety of textures and tastes for young children. Wholegrain varieties of rice and pasta are higher in B vitamins than the white varieties. |
Group 2: Fruits and Vegetables |
Guidance for Children aged 1-5 years |
Why? |
Fresh, frozen, canned and dried varieties of fruits and vegetables and fruit juices |
Every meal should contain a minimum of between one and two child-sized portions from this group ( see Appendix 4). |
Fruit, vegetables and salads are rich sources of vitamins, minerals and other bioactive components, which protect children from ill health. This protection begins early and continues throughout life. |
Vegetables (green and salad vegetables, root vegetables, pulses) |
Serve vegetables so that they are appealing and user-friendly. They may be popular cold, raw, as finger foods, served with fruit in salad or incorporated into main dishes. |
Vegetables are essential for a balanced diet. They contain unique protective components that are not found elsewhere in the diet. Be creative to encourage young children to consume them on a daily basis. Some children prefer vegetables raw as finger food or incorporated into dishes raw rather than served in the traditional way. |
Fruit |
Fruit should be offered with every meal and most snacks. Fruit-based desserts, such as fresh fruit, tinned fruit in juice, fruit salads, fruit crumble, fruit jelly or fruit pie, are popular options for young children. These composite fruit dishes should contain a minimum of one portion of fruit per serving. |
There are many fruit-flavoured sweet products on the market, many of which contain little or no fruit but are simply flavoured to resemble fruit. Make sure that fruit desserts have a high proportion of real fruit so that they contribute to overall daily fruit intake. |
Group 3: Milk and Dairy Foods |
Guidance for Children aged 1-5 years |
Why? |
Milk and dairy foods, yoghurts and milk-based desserts |
All meal and snack combinations should contain a portion or portions of food from this group. |
In children aged 1-3 there is rapid development of the teeth and bones as they grow and move around more independently. Calcium, vitamin D, phosphorus, protein and other minerals are essential for this stage of development and are particularly well absorbed from milk and milk products. |
Milk |
Plain drinking milk should be available as an option every day. Some children may still be having breast milk at and beyond the age of 1 year. For 1 year olds, who are not being breastfed, whole cows milk should be the main milk drink until the child is at least 2 years old. From age 2, semi-skimmed milk can be introduced as long as the child is eating well and getting enough energy and nutrients from a varied diet. Fully skimmed milk is not suitable as a main milk drink for children under 5 years. From 5 years old fully skimmed milk can be used. |
Milk provides essential nutrients and fluid in a readily available form. Whole milk is also an important source of energy for young children. |
Yoghurt |
Yoghurt is very popular with children and there is a huge variety of fruit-based and fruit-flavoured yoghurts to choose from. |
Yoghurts can be an excellent source of calcium, protein, vitamin A and small amounts of vitamin D (whole-milk variety) and they are easy to eat. |
Cheese |
Cheese can be served as the main protein item instead of meat, fish or pulses. |
Cheese is a concentrated source of calcium and other minerals. The protein and mineral content may also help to promote dental health. |
Group 4: Meat, Fish, Eggs, Pulses, Seeds and Nuts |
Guidance for Children aged 1-5 years |
Why? |
Meat, fish and alternatives, e.g. eggs, peas, beans, lentils and nuts |
Every main meal should contain a portion or portions of food from this group. |
Meat, fish and alternatives such as eggs, beans and pulses are a major source of protein, iron and zinc. These help to promote growth in children. Most children living in the UK have more than adequate amounts of protein in their diet. |
Beef, pork, lamb and poultry |
Red meat (beef, pork and lamb) -based meals should be served a minimum of twice a week. |
Red meat is the best source of iron and a major source of zinc. Lean meats are higher in protein, iron and zinc than meats with a high fat content. |
Processed meat products and pies |
Processed meat products, i.e. hot dogs, frankfurters, sausages, processed beef burgers, and meatballs, haggis and shaped poultry products (e.g. nuggets), pastry-topped pies and other pastry products (e.g. bridies, sausage rolls, Cornish pasties, Scotch pies) should be served a maximum of once a week. |
Processed meat products are mostly high in fats and salt. The quality of fat may be unhealthy (high in saturated and hydrogenated fats) and the quality of protein poorer than in fresh or frozen leaner meats. Also they may be lower in iron and zinc than lean meats. |
Composite dishes |
These dishes, e.g. lasagne, moussaka, spaghetti bolognese, tuna pasta bake, ravioli, etc., should contain lean meats, small amounts of cheese and plenty of vegetables. Always increase the vegetable content whenever possible and do not add salt. |
Vegetables can be easily incorporated into these dishes or cold salad items (cucumber, tomato, lettuce, celery and carrot) can be served alongside as finger foods. This will help to increase the vegetable intake. |
Fish |
Fresh or frozen unprocessed fish, in addition to tinned tuna, should be on the menu at least once in a full 5-day menu. |
This will provide variety. Tinned tuna fish is lower in protective fatty acids than other types of oily fish. This does not apply to fresh tuna. 21,22 |
Chopped nuts, nut pastes and nut/seed pastes |
Nuts should not be given whole to children aged 1 to 5 years as there is a risk of choking. |
Chopped nuts may be used in recipes. |
Vegetarian sources of protein |
Protein sources for vegetarians include: pulses, seeds, chopped nuts, seed/nut pastes, eggs, cheese, yoghurt, tofu and soya mince. These should be varied through the week. |
These should be the main sources of protein for vegetarians. The protein content of vegetarian dishes is often lower than in meat dishes. However, vegetarians can get sufficient protein from these dishes along with the other sources of protein in their diets, e.g. cereal protein, milk products. Pulses, including beans, lentils and peas provide excellent nutrition, including protein. They are very versatile foods for quick light meals and as ingredients in soups and casseroles. Pulses can be an alternative to a portion of meat, fish, eggs or cheese. This increases the variety for vegetarians. |
Group 5: Foods High in Fat and Foods and Drinks High in Added Sugars a |
Guidance for Children aged 1-5 years |
Why? |
This group includes butter and spreads, cooking fats and oils, desserts, confectionery, cold and hot drinks, savoury snacks and bottled sauces |
Within this group there are certain foods that make an important contribution to the diet of children, e.g. butter, spreads, cooking oils, fruit and milk desserts. |
Butter, spreads and oils contribute to the taste, texture and enjoyment of the diet. They are important as concentrated sources of energy for young children who are growing rapidly. Fruit and milk desserts offer good sources of vitamins and minerals and are a pleasant change from savoury foods. |
Desserts: puddings, cakes, biscuits, jam, jelly and ice cream |
All desserts offered should be fruit- and/or milk-based (including yoghurt and ice cream). |
Desserts and puddings are popular and are important for boosting the total energy in children's diets but they should also provide nutrients. They can also help to increase fruit and milk intake. |
Cooking fats and oils |
Only those rich in monounsaturated and polyunsaturated oils should be used e.g. olive, rapeseed or sunflower oil. |
They provide an important source of energy and essential fats for children. They help to achieve a healthy fat profile in the diet. |
Group 5: Foods High in Fat and Foods and Drinks High in Added Sugars a |
Guidance for Children aged 1-5 years |
Why? |
Savoury potato snacks, crisps and corn snacks |
Crisps can be offered as part of a snack or meal option as an alternative texture and taste, e.g. beside a filled sandwich or salad dish. However, they should not be provided as the main staple of the meal and should not be included more than twice on a full 5-day menu. For young children, this would be a small portion (e.g. 10-15g). |
These are popular with children and can provide a change of texture and taste. They should not be regarded as replacing one of the main staple foods (i.e. breads, potatoes, rice, pasta or cereals). They are high in salt and so the portion size and frequency with which these foods are offered should be limited. |
Table salt, bottled sauces, relishes and pickles |
Do not add salt to food during cooking or at the table. |
These foods contribute to excess sodium (salt) intake in young children. Eating them on a regular basis in large amounts can contribute to a high-salt diet. |
a Added sugars: these are sometimes known as non-milk extrinsic sugars ( NMES) or free sugars and are found in sweets, biscuits, soft drinks, breakfast cereals, table sugar, honey, and fruit juice. They are not found in plain milk or in foods such as fruit and vegetables.
Nutrient guidance
The information in Appendix 1 provides guidance on providing adequate energy and nutrition for children aged 1 to 3 years and 3 to 5 years attending partial day care or pre-school education. The nutrient guidance is based on UK Dietary Reference Values, 23 which is an average reference value for groups of children and does not apply to individual children. As individuals, children have different energy and nutrient requirements depending on their age, gender, body size, rate of growth and level of activity.
For young children, there are no hard and fast rules about what must be served as a breakfast, a snack, a light meal or a main meal. Depending on likes and dislikes, their appetite and their willingness to try foods, food items can be interchanged for snacks, meals or breakfast. For this reason, nutrient guidance has been given for one meal, including drinks ( Appendix 1, Table 1) and also for the combination of one meal and one snack ( Appendix 1, Table 2). Some children receive only a snack and drink while in nursery, so suitable snacks and drinks for children aged 1 to 5 are listed in sections 3.2 and 3.3.
The nutrient figures in Table 1, Appendix 1, represent the recommended nutrient intake provided by one meal averaged over 5 days. A period of 5 days is used because nutrient requirements are generally met over a period of time, rather than within one day. This would apply, for example, to the meals (e.g. lunch) provided to children aged 1 to 5 years who are in early years care.
Table 2, Appendix 1, represents the recommended nutrient intake provided by one meal and one snack averaged over 5 days. This would apply, for example, to a combined meal and snack (e.g. morning snack and lunch) provided for children who are in early years care.
There are some key issues about nutrient provision to consider when menu planning. These are detailed in Appendix 2.
2.4 Example menus
The following menu has been designed to meet the nutrient guidance for 1 to 5 year olds averaged over a normal 5-day care-provision period. Each day's menu identifies all meals, snacks and drinks offered throughout the day (with the exception of plain water, which is assumed to be offered to children regularly throughout the day, including at meal times).
There are difficulties with achieving the dietary reference value for sodium (salt) for all children and for vitamin D for children aged 1 to 3 ( Appendix 2). Two sets have been provided to demonstrate potential planning over a 10-day period. The following menus are examples only and are expressed in practical household measures. These are as follows: teaspoon (tsp = 5ml), dessertspoon (dsp = 10ml), tablespoon (tbs = 15ml) and a mug measures 300ml to the brim.
More accurate weights for each food item may be required and for this the example menus with weights of foods have been included in Appendix 3. The weighted menus are given for 1 to 3 years and 3 to 5 years separately to illustrate the food requirements for the different age groups.
Staff who are responsible for planning menus need to be supported by proper training and this is discussed further in section 4.4. They should also be encouraged to be creative in adapting menus to provide for children with special needs, therapeutic diets, religious requirements ( Appendix 5) or vegetarian diets. Some alternatives for vegetarian choices have been provided as examples.
Some points to note when reading the example menus to follow are:
- Drinks
- Only milk and plain still water are offered between meals.
- Pure, unsweetened orange juice is provided only at meal times.
- Where only one type of milk is available, whole milk will be used.
- Water is provided in addition to, rather than as a replacement for, the milk included in the menus.
- Dried fruit is provided only at meal times.
- The spread used is monounsaturated or polyunsaturated.
- Sauces used in composite dishes, e.g. spaghetti bolognese, macaroni cheese, and soups are made from fresh ingredients and are not processed, ready-made varieties which are high in salt.
To check the quality of your planned menus, a menu checklist is included in Appendix 6.
Menu 1: A 10-day menu for children aged 1 to 5 years with suggested portions in household measures
Day |
Breakfast |
Mid-morning snack |
Lunch |
Mid-afternoon snack |
Tea |
---|---|---|---|---|---|
1 |
2 tbs pure, unsweetened orange juice diluted with water a porridge ( 1/ 3- 1/ 2 mug) served with milk 1 small slice toasted wholemeal bread with spread d and jam |
1 small glass of milk 1 mini/medium Scotch pancake with spread 1 tangerine |
spaghetti bolognese b (approx 1/ 2 mug spaghetti and 1/ 2 mug sauce) with added chopped carrot (1 baby carrot) 3-5 tbs custard and apricots (2-5 stewed dried apricots) |
1 small glass of milk finger food selection including: 1/ 2 small banana, fresh apple slices ( 1/ 2 medium apple), served with 1-2 heaped tbs of plain yoghurt as a dip |
grated cheddar cheese, mandarin orange segments in juice (1-2 tbs) with 1 scoop of vanilla ice cream |
2 |
2 tbs pure, unsweetened orange juice diluted with water a 1-2 biscuits of Weetabix served with milk 1 small slice toasted wholemeal bread with spread and jam |
1 small glass of milk finger foods selection including: 2-4 bread sticks 2-3 cheese cubes (1-1 1/ 2 tbs grated) apple chunks ( 1/ 2 medium apple) |
1 mini/small wholemeal pitta bread filled with 1 or 2 thin slices of roast chicken, b 1 tbs of sweetcorn, 2 sliced cherry tomatoes, diced cucumber (1cm piece) milk jelly (2-4 tbs) with 2 tbs chopped pineapple |
1 small glass of milk mini fruit scone with spread 1 plum |
small bowl of vegetable soup - ( 1/ 2- 3/ 4 mug served with 1 medium/thick slice of crusty white bread (with spread) 3-5 tbs custard and peaches (2-3 slices) |
3 |
2 tbs pure, unsweetened orange juice diluted with water a 1 sliced hard-boiled egg c served with a small slice of toasted wholemeal bread with spread |
1 small glass of milk 1 toasted teacake with spread |
1-1 1/ 2 large pork and beef sausage b (grilled) served with a small baked potato and 2 tbs baked beans 2-3 dried apricots 1/ 2-1 tbs raisins |
1 small glass of milk 1/ 2 small banana sliced 1 dsp plain fromage frais |
chicken risotto b ( 1/ 2-1 mug) with 1-2 large sliced mushrooms apple crumble (2-3 heaped tbs) served with milk |
4 |
2 tbs pure, unsweetened orange juice diluted with water a 3-5 tbs cornflakes with milk and 1 dsp raisins 1 small slice of toasted white bread with spread |
1 small glass of milk 1 small banana or finger food selection, e.g. 1/ 2 banana and 4 grapes |
1 sliced hard-boiled egg c with wholemeal bread soldiers (1-1 1/ 2 slice bread), with spread rice pudding ( 1/ 3- 1/ 2 mug) with 1/ 2-1 dsp sultanas |
1 small glass of milk 1 mini (or 1/ 2 large) muffin toasted with spread 1 small slice of melon |
minced beef in gravy b fruit cocktail in juice ( 1/ 3 mug) |
5 |
2 tbs pure, unsweetened orange juice diluted with water a 1 1/ 2-2 tbs baked beans served with a toasted muffin with spread |
1 small glass of milk 1/ 2-1 crumpet with spread 1/ 2-1 fresh peach |
1-1 1/ 2 wholemeal rolls with spread and filled with 1-2 thin slices of ham b, 1/ 2 a sliced tomato, carrot sticks (1 baby carrot) apple sponge pudding (2-3 tbs) |
1 small glass of milk/water 1/ 2-2 slices of pineapple in juice served with 1-2 tbs of plain yoghurt |
1/ 2-1 grilled salmon steak, basted with olive oil and served with 2 or 3 new potatoes and small portion green beans 1 small carton fruit fromage frais served with 3 or 4 strawberries |
6 |
2 tbs pure, unsweetened orange juice diluted with water a 7-10 tbs puffed wheat served with milk 1 small/medium slice toasted white bread with spread and jam |
1 small glass of milk finger food selection including: 6 sliced grapes (6 grapes), 1/ 3 small banana, melon |
lean beef stew b ( 1/ 2 mug) served with 2 or 3 boiled potatoes boiled turnip and carrot (1 small) fruit crumble (2-3 tbs) and custard (3-4 tbs) |
1 glass of water 1 mini blueberry muffin apple slices ( 1/ 2 small/medium apple) |
1 medium/large slice of ciabatta filled with 3-4 tbs grated cheddar cheese and 3 slices of tomato 1/ 2-1 carton fruit yoghurt with 1/ 2 pear in juice |
7 |
2 tbs pure, unsweetened orange juice diluted with water a porridge ( 1/ 3- 1/ 2 mug) made with milk served with milk 1/ 2 slice toast with spread |
1 small glass of milk 1 mini plain scone (or 1/ 2 scone) with spread 1 tangerine |
1 mini/small pitta bread filled with tuna b and 1-2 dsp sweetcorn mixed with 1-2 tbs plain yoghurt served with 2-3 sliced cherry tomatoes milk jelly (2-4 tbs) topped with mandarin oranges |
1 small glass of milk finger food selection including: carrot sticks (1 small), cucumber (1cm piece chopped) and 2-3 sliced cherry tomatoes large cracker served with |
spanish omelette c (1 egg) and 1 small baked potato apple pie (1-2 tbs) with |
8 |
2 tbs pure, unsweetened orange juice diluted with water a 1 small glass milk 1 small slice of toasted wholemeal bread with spread and topped with |
1 small glass of milk 1 small/medium banana |
2 tbs pure, unsweetened orange juice diluted with water c 1-2 slices of crusty bread with spread and topped with 2 canned sardines b (mashed) and 3 slices of tomato chopped 1 carton of fruit yoghurt with 6 chopped grapes |
1 small glass of milk 1 mini/small Scotch pancake with spread 3 or 4 strawberries |
lentil soup ( 1/ 2- 3/ 4 mug) 1 small slice wholemeal bread with spread, topped with 1-2 thin slices of cold roast turkey b, lettuce, |
9 |
2 tbs pure, unsweetened orange juice diluted with water a porridge ( 1/ 3- 1/ 2 cup) made and served with milk 1 small slice of toasted white bread with spread |
1 small glass of milk 1 mini/medium cheese scone with spread served with 3 sliced cherry tomatoes |
mild chicken korma b ( 1/ 3- 1/ 2 mug) served with 2-2 1/ 2 tbs boiled rice and a slice of naan bread ( 1/ 6- 1/ 3 large naan) 2 tbs fruit yoghurt |
1 small glass of milk 1 small banana or finger food selection: chopped banana, 1/ 2 apple and 1 oatcake |
1-2 mini wholemeal rolls with spread, filled with 1 sliced hard-boiled egg, c 2 slices of tomato and mustard and cress sponge pudding (2-3 tbs) and fruit cocktail (2 tbs) |
10 |
2 tbs pure, unsweetened orange juice diluted with water a 1 scrambled egg c served on a small/medium slice of toast with spread |
1 glass of water 1-2 dsp of plain fromage frais 1 fresh plum |
vegetable lasagne ( 1/ 2-1 mug) served with 1 slice of garlic bread 1/ 3- 1/ 2 mug rice pudding topped with 1 heaped tbs of pureed apples |
1 small glass of milk 1 or 2 crackers with cheddar cheese (1 1/ 2 tbs grated or 1/ 2-1 matchbox size piece) and apple ( 1/ 2 medium) |
minestrone soup ( 1/ 2- 3/ 4 mug) 1-2 slices of toasted white bread, with spread and topped with 1-1 1/ 2 slices ham b and a pineapple ring |
a We suggest that pure, unsweetened orange juice is diluted about 50:50 juice to water throughout. However it can be served undiluted, or with a greater proportion of water to juice if a longer, more thirst-quenching drink is preferred.
b For vegetarian options for meat, fish and chicken the following can be used as substitutes: for beef stew, beef could be substituted with chickpeas or kidney beans; in bolognese, meat could be substituted with soya mince; cheese, hummus or egg could replace tuna; chicken could be substituted with lentils or chickpeas. Other suitable substitutes are veggie sausages, quorn, peanut butter, baked beans, cheese and bean burgers.
c Where fresh eggs are not used to avoid the risk of Salmonella, sliced hard-boiled eggs and scrambled eggs can be substituted with dried powdered egg.
d The spread used is monounsaturated or polyunsaturated - this applies to all references to 'spread' throughout the document.
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