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Liverpool City Region and beyond Early Years Stronger Practice Hub Hub Home Events Programmes Documents Blogs Childminders Early Years Professional Development Programme Newsletters Recruitment Subscribe Recruitment Early Years Experts and Mentors Learn More Here. The Liverpool City Region and beyond Early Years Stronger Practice Hub is one of 18 DfE designated Stronger Practice Hubs across England. The Liverpool City Region Hub will cover the Liverpool City region Local Authorities and Beyond , offering bespoke support, EEF evidence informed training opportunities as well as conferences and opportunities to network with others working in Early Years. The hub is fully funded, meaning the offer will always be free to those who take part. The team running the hub are all working within the schools/settings currently and want to offer support across the whole Early Years sector. If you are a childminder, working in a PVI or school/maintained nursery class and would like more information and to join our network, please sign up to the hub here: Subscribe Events Liverpool City Region and Beyond Learn More Programmes Liverpool City Region and Beyond Learn More Documents Liverpool City Region and Beyond Learn More Blogs Liverpool City Region and Beyond Learn More Childminders Liverpool City Region and Beyond Learn More EYPDP Liverpool City Region and Beyond Learn More Newsletters Liverpool City Region and Beyond Learn More Recruitment Recruitment opportunities at the Liverpool City Region Stronger Practice Hub. Learn More Early years stronger practice hubs provide advice, share good practice and offer evidence-based professional development for early years practitioners. They are part of the early years education recovery support package, which also includes the early years experts and mentors programme. The early years stronger practice hubs programme is supported by the Education Endowment Foundation and the National Children’s Bureau. It is funded for 2 years, until late 2024. More information, along with our privacy notice for the programme, is available on the National Children’s Bureau website. Hubs support other nurseries and childminders in their area to adopt evidence-based practice improvements by: * establishing local networks of early years educators to share knowledge and effective practice * sharing information and advice on evidence-based approaches – for example, through newsletters, blogs and social media * acting as a point of contact for bespoke advice * signposting to other funded support * working with the Education Endowment Foundation to select evidence-based programmes to fund and make available to nurseries and childminders Hub locations There are 18 hubs in total – 2 in each of the 9 government office regions across England. Each hub consists of a lead setting and up to 4 partners . Early Years Stronger Practice Hubs will support other early years settings in the designated areas to improve outcomes for children in their local area across the EYFS, but specifically focusing on areas of development that research informs us have been most impacted by COVID-19: personal social and emotional development (PSED); communication and language, and early literacy and maths. Each Hub is led by a group-based (school-based, private, voluntary, or independent) early years provider. The Department’s ambition is for Hubs to be evenly distributed across England, with two Hubs in each of the nine government office regions. Everton Nursery School and Family Centre have been successfully appointed as one of the 6 new DfE Early Years Stronger Practice Hubs, and will lead the Liverpool City Region and Beyond Stronger Practice Hub supporting 11 Local Authorities surrounding Liverpool City Region. There will also be an opportunity to gain coaching and mentoring with early years specialists through the Stronger Practice Hubs as well as CPD and workforce development opportunities. Strategic Partners ​Stronger Practice Hub Privacy Notice

Mkpa mmụta pụrụiche na nkwarụ Na Everton Nursery School na Ebe Ezinụlọ, anyị na-agba mbọ ịhụ na ụkpụrụ mmụta na nkuzi kacha elu ga-ekwe omume maka ụmụaka niile oge niile n'agbanyeghị ike ha, afọ, agbụrụ ma ọ bụ okike. N'agbanyeghị na anyị na-ekweta na ụmụaka na-amụta ma na-etolite n'ọkwa nke ha, ebumnobi anyị bụ ịgba ụmụntakịrị aka aka site na nlezianya dị iche iche nkuzi na mmụta yana site n'itinye ebumnuche ebumnuche iji nweta. ​​ Biko lee n'okpuru maka akwụkwọ onyinye ụlọ akwụkwọ anyị, nke na-akọwapụta ihe niile anyị na-eme iji nye agụmakwụkwọ dị elu yana nlekọta ụmụaka nwere mkpa agụmakwụkwọ pụrụ iche na nkwarụ. Budata ma gụọ akwụkwọ enye ụlọ akwụkwọ anyị. Budata ma gụọ amụma mkpa mmụta pụrụiche na nkwarụ anyị. Download and read our Special Educational Needs and Disability Summary. Budata ma gụọ Atụmatụ nnweta anyị. Pịa Ebe a ịnweta ibe akwụkwọ ndekọ enyemaka mbụ' Liverpool.

Ọnụ ego nwata akwụkwọ nke afọ mbụ (EYPP) Premiummụ akwụkwọ nwata akwụkwọ na Everton Nursey School na Ebe Ezinụlọ Site na Eprel 2015, Ụlọ Akwụkwọ Nursery Everton na Ebe Ezinụlọ enweela ike ị nweta ego mgbakwunye site na Premium Years Pupil Premium (EYPP) na ebumnuche ịkwado na ime ka ụmụaka nwee mmepe, mmụta na nlekọta. EYPP enyela ụmụaka niile tozuru etozu ụlọ akwụkwọ ọta akara ego iji nyere Everton Nursery School na Ebe Ezinụlọ aka ibelata ọdịiche agụmakwụkwọ. EYPP na-enye mgbakwunye 53 pence kwa elekere maka ụmụaka niile tozuru etozu dị afọ atọ na anọ bụ ndị nne na nna ha na-anata ụfọdụ uru ma ọ bụ ndị nọ na nlekọta obodo mana ndị hapụrụ nlekọta n'ihi na e kuchiri ha ma ọ bụ nọrọ n'okpuru nlekọta pụrụ iche. ma ọ bụ usoro nhazi ụmụaka. Ebumnuche bụ na Everton Nursery School na Family Center ga-enweta £ 302 kwa afọ (ihe dị ka £ 111.30 karịa okwu abụọ yana £ 79.40 maka oge ikpeazụ ma ọ bụrụ na nwatakịrị ahụ ka nọ n'ụlọ akwụkwọ) site n'aka ndị ọchịchị obodo maka nwatakịrị ọ bụla na-enweta 570 zuru ezu. awa akwadoro ikike inweta agụmakwụkwọ n'oge. N'ihi usoro ndị ọchịchị obodo maka ịkparịta ụka n'izi ntozu anyị dị ka ụlọ akwụkwọ ọta akara (tụnyere ụlọ akwụkwọ praịmarị) anaghị enwekarị ike ịnweta ozi doro anya gbasara ụfọdụ ụmụaka tozuru oke maka Early Years Pupil Premium (EYPP) ruo mgbe ụmụaka gafechara na nke ọzọ ha. settings. Nke a na-emepụta mgbakwunye ego maka ụlọ akwụkwọ ọta akara Everton na ebe ezinụlọ na-emepụta usoro maka ntozu site na Oge Mgbụsị akwụkwọ site na iji data Ụlọ Akwụkwọ Nri efu._cc781905-5cde-3194-635b-15 data na-enye mmalite atụmatụ ego iji gboo mkpa ụmụaka ndị a chọpụtara. Ma ọ bụghị ya, anyị na-arụ ọrụ mgbe niile, mgbe ụfọdụ okwu abụọ n'azụ iji LA EYPP ntozu mgbako. Oke ego nwata akwụkwọ nwata akwụkwọ maka Everton Nursery School na Ebe Ezinụlọ: Spring 19 = £3357.48, Summer 19 = £3100.50, Autumn 19 = £4897.20 TOTAL=£11355.18 Isi ihe mgbochi n'ịmụ ihe na-eche ihu ụmụaka ndị tozuru oke maka EYPP na Everton Nursery School na ebe ezinụlọ bụ okwu okwu, asụsụ na nkwurịta okwu gbakwunyere ntụkwasị obi onwe onye na ùgwù onwe onye. Achọpụtara ihe mgbochi ndị a site n'aka ndị isi ụlọ akwụkwọ ọta akara site na imecha nyocha ntọala ntinye. Usoro a maka ilebara ihe mgbochi ndị bụ isi na-aga n'ihu dịka ọ dị n'afọ ndị gara aga ka anyị na-atụle dị ka ụlọ akwụkwọ ọta akara na ndị a na-enwe mmetụta kachasị ukwuu maka ụmụaka ndị achọpụtara na nkwado maka 'ịdị njikere ụlọ akwụkwọ' ha. Mmemme ntinye aka mbụ anyị na-eji site na ego EYPP bụ WellComm. Mmetụta nke mmemme ntinye aka nke WellComm na Everton Nursery School na Family Center na-egosi na mmemme ahụ na-akwado nsonaazụ dị mma maka ụmụaka nwere nsogbu okwu na asụsụ achọpụtara. Dị ka ụlọ akwụkwọ nọọsụ anyị na-enye ọrụ ikwu okwu na asụsụ. onye na-agwọ ọrịa na-arụ ọrụ n'otu n'otu na n'obere usoro ọgwụgwọ okwu na ụmụaka EYPP niile tozuru oke nwere mkpa okwu, asụsụ na nzikọrịta ozi. Ngwa WellComm okwu na nleba anya asụsụ yana akụkọ nchikota na agamnihu akwụkwọ emere yana usoro ndị ọzọ a na-enye ma ụlọ akwụkwọ SENDCO na nne na nna/ndị nlekọta nwa. Mmemme ntinye aka nke EYPP ndị ọzọ gụnyere ijikọ ndị egwu In Harmony anyị, ọrụ osisi, yoga na inye nleta mmụta ndị ọzọ iji kwado ùgwù onwe onye na ntụkwasị obi onwe onye: Ndị egwu Liverpool Philharmonic na-arụ ọrụ na obere otu ụmụaka EYPP tozuru oke dịka akụkụ nke mmemme 'In Harmony' nke Everton Nursery School na Ebe Ezinụlọ tinyere na ya. Onye ọkwá nkà na onye nkuzi Yoga sitere na ACF Design na-arụ ọrụ na ụmụaka EYPP ndị a ma ama na otu onye na-arụ ọrụ osisi na obere ìgwè dị iche iche na yoga na ebumnuche ịzụlite nkwurịta okwu ụmụaka na asụsụ na ntụkwasị obi onwe ha na ùgwù onwe onye site na osisi na yoga._cc781905 -5cde-3194-bb3b-136bad5cf58d_ Ndị ọrụ ụlọ akwụkwọ ọta akara na-eji obere bọs ụlọ akwụkwọ maka nleta mmụta iji gbatịkwuo asụsụ ụmụaka EYPP, ọchịchọ anụ ahụ na ihe ọmụma gbasara gburugburu ebe obibi ha site na nleta na ogige ntụrụndụ, ụlọ ngosi ihe mgbe ochie na ọbá akwụkwọ. Biko lee n'okpuru maka atụmatụ adịchaghị nke ụmụ akwụkwọ afọ mbụ nke ụlọ akwụkwọ maka 2018 – 2020.

Enyemaka na Ndụmọdụ Dịka ọrụ anyị chọrọ ijide n'aka na ị maara maka ọmarịcha ihe a na-akwado obodo, na-enye: Eleghị anya, ị nụla maka nkuzi ịntanetị na-egbuke egbuke maka ndị nne na nna, n'efu (nwere koodu ntinye:PURPLEBIN na: www.inourplace.co.uk ) maka ndị bi na mpaghara anyị? Solihull Approach (NHS) ewepụtala nkuzi ịntanetị ọhụrụ! Kedu ka m ga-esi nweta? www.inourplace.co.uk Kedu ihe bụ koodu? Ọ bụrụ na ijibeghị ya, ebe a bụ koodu nnabata maka nkuzi ịntanetị niile (nke a kwụrụ maka ndị bi na Liverpool): PURPLEBIN Ọ bụrụ, dị ka ọtụtụ ndị nne na nna, i jilarị koodu a, banye na akaụntụ gị Ebe a na nkuzi a ga-adị njikere na dashboard gị ịmalite mgbe ọ bụla ị dị njikere. ​

Ụlọ akwụkwọ ọta akara 2-5 afọ ​ Usoro ọmụmụ anyị Na Everton Nursery School, anyị kpebisiri ike ịhụ na ụkpụrụ mmụta na nkuzi kacha elu ga-ekwe omume maka ụmụntakịrị anyị oge niile. Dịka an Ụlọ akwụkwọ mara mma (nke Ofsted kpere na nso nso a na Ọktoba 2018), anyị na-enye gburugburu mmụta nwere ebumnuche ma na-akpali akpali maka ụmụaka niile igwu egwu, mụta na inyocha. Anyị na-eleba anya, na-ege ntị ma mara ka ụmụaka si eto n'ọnụọgụ nke aka ha ma na-ama ha aka n'oge ha niile na ụlọ akwụkwọ ọta akara site na ahụmịhe mmụta ejiri nlezianya hazie. Anyị na-eme atụmatụ iji usoro ntọala nke Early Years Foundation (EYFS) 'Development Matters' ma kwado ụmụaka niile nwere ahụmịhe mmụta sara mbara na dabara adaba n'akụkụ asaa niile nke mmụta na mmepe - ma n'ime ma n'èzí! Faịlụ Ndị Ọrụ Ezinụlọ N'ụlọ akwụkwọ ọta akara Everton, anyị kwenyere na ileba anya, ịtụgharị uche, nyocha na idekọ mmụta ụmụaka, ihe ịga nke ọma na mmezu ha bụ ihe dị oke mkpa nke usoro ọmụmụ ntọala mmalite afọ. Usoro akwụkwọ a na-enyere ndị ọrụ aka ịtụle ọganihu ụmụaka n'otu n'otu iji hazie ya maka ohere mmụta n'ọdịnihu iji gboo mkpa na ọkwa mmepe maka ụmụaka niile. Ndị ọrụ na-edekọ nleba anya, ntụle na nyocha ndị a n'ime faịlụ onye ọrụ ezinaụlọ nke ụmụaka n'otu n'otu, nke dị maka ndị nne na nna/ndị nlekọta n'oge ọ bụla yana nke a na-ebufe ya na nwa ọ bụla n'oge ha na-abanye na ụlọ akwụkwọ praịmarị ha. Ndị ọrụ anyị Onye ọ bụla n'ime ndị ọrụ na-arụ ọrụ na Everton Nursery School nwere ọzụzụ nke ukwuu na nkà na agụmakwụkwọ nwata. Ọ bụ onye nkuzi afọ mbụ nwere ahụmahụ na-eduzi mmụta ụmụaka nwere Ọkwa onye nkuzi tozuru oke onye na-arụ ọrụ na mmekorita ya na ọtụtụ ndị nkuzi na ndị nkuzi mmalite nwata. Mmekọrịta ya na nne na nna na ndị nlekọta Na Everton Nursery School na Ebe Ezinụlọ, anyị kpebisiri ike ịhụ na anyị na ndị nne na nna na ndị nlekọta na-arụkọ ọrụ ọnụ iji gaa n'ihu na-ewuli elu na ntọala siri ike nke etinyere na mmalite nwata._cc781905-5cde-3194-bb3b -136bad5cf58d_ Anyị kwenyere na nne na nna/onye na-elekọta nwa bụ onye kacha mkpa na ndụ nwata ahụ. Nke a bụ isi ihe mere na-akwado usoro ọrụ mmekọrịta anyị iji hụ na anyị na-enyere ụmụaka niile aka imezu ike ha. Ịga na ụlọ akwụkwọ ọta akara Ọbịbịa mara mma na ụlọ akwụkwọ ọta akara maka ụmụaka niile ka achọrọ ma tụọ anya. Dị ka ụlọ akwụkwọ ọta akara, anyị na-agbaso atụmanya ọbịbịa mpaghara na nke mba nke 97%. A na-enyocha ọbịbịa ụmụaka niile ma mechaa maa aka ya ma ọ bụrụ na nke a daa n'okpuru 97% a na-atụ anya ya, ụlọ akwụkwọ ahụ nwere usoro doro anya na ebe ọ ga-amata ọnụnọ na-adịgide adịgide. Ụlọ akwụkwọ a na-edegara ndị nne na nna na ndị nlekọta niile akwụkwọ n'otu oge iji chịkọta klaasị na pasentị bịara ụlọ akwụkwọ niile. Enwere ike ịchọta ihe atụ kachasị ọhụrụ nke akwụkwọ ozi a site na ịpị Ebe a . Na-arịọ maka ebe na Everton Nursery School ... Iji tinye akwụkwọ maka ebe ụlọ akwụkwọ ọta akara, pịa njikọ dị n'okpuru ka ibudata akwụkwọ anamachọihe anyị. Biko dejupụta fọm a ma laghachi na Everton Nursery School yana akwụkwọ ikike ọmụmụ nwa gị. Nursery Application Form.pdf

Liverpool City Region and beyond Early Years Stronger Practice Hub Hub Home Events Blogs Childminders Programmes Documents Subscribe Early Years Professional Development Programme Newsletters Recruitment Recruitment Posted 27th September 2023 Dear Candidates, We have started a recruitment drive to attract additional Early Years Experts and Mentors for the remaining two terms of the Programme. Skills we’re looking for Applicants must have: at least 3 years’ experience and if working in a settings it must be Ofsted rated ‘good’ or ‘outstanding’ (or equivalent independent school inspection rating) a level 6 or above early years qualification Applicants may be working in: schools nursery schools private, voluntary, or independent (PVI) nurseries other early years settings early years roles within local authorities, universities, or similar organisations If you have colleagues who you think would be interested in applying for a role in the programme please direct them to this page on our website. It can be accessed here: Apply for ​ EOI Expert or EOI Mentor Role ​ Contact Email: SpHubNW@evertoncentre.liverpool.sch.uk The closing date for application is Friday October 13th 2023 Strategic Partners ​Stronger Practice Hub Privacy Notice

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Usoro ọmụmụ Ebumnuche nke usoro ọmụmụ anyị na Everton Nursery School na Ebe Ezinụlọ bụ ịgba ume mmepe nke nwa ahụ niile, mmekọrịta mmadụ na ibe ya, mmetụta uche, anụ ahụ, ọgụgụ isi na nke mmụọ na gburugburu ebe nchekwa, nchekwa na mkpali site na ntụaka na ọkwa mmalite afọ mbụ. Anyị na-agba mbọ ịhụ na ụkpụrụ mmụta na nkuzi kacha elu ga-ekwe omume maka ụmụntakịrị anyị oge niile. Anyị na-enye gburugburu mmụta nwere ebumnuche ma na-akpali akpali maka ụmụaka niile igwu egwu, mụta na nyocha. Anyị na-eleba anya, na-ege ntị ma mara ka ụmụaka si eto n'ọnụọgụ nke aka ha ma na-ama ha aka n'oge ha niile na ụlọ akwụkwọ ọta akara site na ahụmịhe mmụta ejiri nlezianya hazie. Anyị na-eme atụmatụ iji usoro ntọala nke Early Years Foundation (EYFS) 'Development Matters' ma kwado ụmụaka niile nwere ahụmịhe mmụta sara mbara na dabara adaba n'akụkụ asaa niile nke mmụta na mmepe - ma n'ime ma n'èzí! Ịme atụmatụ maka mkpa ụmụaka A na-ahazi usoro ọmụmụ anyị nke ọma maka mkpa mmepe nke ụmụaka niile nọ n'okpuru afọ 5. akụkụ mmụta na mmepe: Nkwukọrịta na asụsụ Nkà na Nkà Ngosipụta mmuta mgbakọ na mwepụ Mmepe anụ ahụ Ịghọta Ụwa Nkeonwe, Social Development na mmetụta mmetụta uche Curriculum learning and teaching policy The Early Years Foundation Stage is used to plan for the development of the whole child. The children’s interests are used as starting points to stimulate learning. A na-eji ogbo ntọala nke afọ ndị mbụ eme atụmatụ maka mmepe nwata ahụ dum. A na-eji mmasị ụmụaka dị ka mmalite iji kpalite mmụta. Akụkụ niile nke mmụta na mmepe jikọtara onwe ha ma dịkwa mkpa. Na Everton Nursery School na Family Center, anyị na-ekweta nke ọma na 'Ụmụaka na-etolite na ọnụ ọgụgụ nke ha.' (Ihe mmepe, agụmakwụkwọ mbụ 2012) gburugburu mmụta Ọ bụ ezie na ụlọ akwụkwọ ọta akara nwere ike ịdị ka ụlọ egwuregwu na-adịghị mma, ahọpụtara ihe niile ma wepụta ya maka ebumnuche. Emebere ihe niile iji nyere ụmụaka aka ịmụta na inweta nkà ndị dị mkpa. Ọmụmaatụ; eriri bead na-enyere nwa gị aka ịzụlite agba na ọdịdị ọdịdị, usoro nhazi, ime ụkpụrụ na nhazi anya anya, e wezụga ụtọ okike nke ahụmahụ ahụ na-enye. Nwa ọ bụla ga-enwe ohere ịnwale ihe dị iche iche, akụrụngwa na ihe omume gụnyere agba, ihe nchịkọta, ájá, mmiri, nnukwu na obere ihe owuwu ihe, ihe egwuregwu ụmụaka 'obere ụwa' dị ka ụzọ ụgbọ oloko ma ọ bụ ụlọ nwa bebi, kọmputa na akụrụngwa ICT ndị ọzọ. , mgwakota agwa, egwuregwu, jigsaw, pensụl, pensụl, crayons, akwụkwọ, ọtụtụ akụkọ ifo na akwụkwọ akụkọ na-abụghị akụkọ ifo, na egwu egwu. Ụmụntakịrị na-enwe ohere kwa ụbọchị na nnukwu ebe a na-emebe nke ọma nke a na-ahazi n'èzí na n'oge ụfọdụ nke ụbọchị nwere ike ịhọrọ ịnọ n'ime ụlọ ma ọ bụ pụọ n'èzí dịka ha chọrọ. N'èzí ha na-enweta ihe egwuregwu ụmụaka nwere ụkwụ, akụrụngwa ịrị elu, ájá na mmiri, ebe ndị dị jụụ, yana isonye n'ịkụ ihe na idobe ebe ubi. Enwere oke nchekwa nchekwa, yana usoro 'ugwu' na ụzọ a ga-enyocha. Ụmụaka na-ejikwa ime ụlọ eme mmemme mmepe anụ ahụ na nnukwu ngwa, yana maka ịgba egwu, egwu na mmemme mmegharị. Ntinye onye nkuzi Klas ọ bụla na-edu site n'aka onye nkuzi nwere ahụmahụ na tozuru oke ntọala ntọala. Onye nkuzi a na-eduga ahụmịhe mmụta nke ndị okenye na-eduga na mmalite nke ọmụmụ ụtụtụ na nke ehihie iji tinye aka, mmasị na ịkpalite mmasị ụmụaka maka mmụta. Onye nkuzi ọ bụla na-akwado site n'aka onye nkuzi ọkwa nwata nke 3 tozuru oke. Ma ndị nkuzi na ndị ọrụ ezinụlọ na-ewere ọrụ nke onye ọrụ ezinaụlọ (ndị ọrụ igodo) nye nwa ahụ na ezinụlọ ha. Faịlụ Ndị Ọrụ Ezinụlọ N'ụlọ akwụkwọ ọta akara Everton, anyị kwenyere na ileba anya, ịtụgharị uche, nyocha na idekọ mmụta ụmụaka, ihe ịga nke ọma na mmezu ha bụ ihe dị oke mkpa nke usoro ọmụmụ ntọala mmalite afọ. Usoro akwụkwọ a na-enyere ndị ọrụ aka ịtụle ọganihu ụmụaka n'otu n'otu iji hazie ya maka ohere mmụta n'ọdịnihu iji gboo mkpa na ọkwa mmepe maka ụmụaka niile. Ndị ọrụ na-edekọ nleba anya, ntụle na nyocha ndị a n'ime faịlụ onye ọrụ ezinaụlọ nke ụmụaka, nke ndị nne na nna/ndị nlekọta nwere ohere ọ bụla.

Akụkọ Ofsted Everton Nursery School na Ebe Ezinụlọ ka HMI nyochara ya n'okpuru ngalaba 8 nke usoro nyocha nkenke na 16th October 2018. Biko pịa n'okpuru maka akwụkwọ ozi ezigara onye isi nkuzi Dr. Lesley Curtis OBE. Everton Nursery School na Ebe Ezinụlọ kwadoro mkpebi ahụ pụtara ìhè, ikpe nke ise pụtara ìhè dị ka ụlọ akwụkwọ ọta akara kemgbe 2004. Pịa Ebe a ịgụ akwụkwọ ozi. ​ Everton Nursery School na Family Center Ofsted Report Ofsted nyochara ụlọ akwụkwọ Nursery na Everton na Mee 2014 nke enyerela ihe pụtara ìhè​ ikpe. Click ebe a ka ịgụ akụkọ. Tupu Mee 2014, Everton Nursery School na Ebe Ezinụlọ ka enyochakwara na Mee 2011, Mee 2008 na Mee 2004. Iji budata ma gụọ akụkọ nyocha nke ọ bụla, biko pịa ebe a . Everton Nursery School na Family Center Daycare Ofsted Report ​Everton Nursery School na Family Center Daycare ngalaba ka e nyochara na Septemba 2014 bụ nke e nyere mkpebi pụtara ìhè. Iji budata ma gụọ akụkọ nyocha a, biko pịa ebe a . Ebe akụkọ ụmụaka Everton Ofsted A nyochara ụlọ ọrụ ụmụaka Everton na Jenụwarị 2011 ebe e nyere mkpebi pụtara ìhè. Iji budata ma gụọ akụkọ nyocha a, biko pịa ebe a .

Liverpool City Region and beyond Early Years Stronger Practice Hub Hub Home Events Blogs Childminders Programmes Documents Subscribe Early Years Professional Development Programme Newsletters Recruitment ‘Lost words’ reflected through the three pillars of sustainability and the SDGs. By Diane Boyd As early years practitioners we recognise the importance of our role in supporting children’s oral skills through holistic development. Influential research by Hart and Risley (1992,1995) stated that early year’s children living in poorer disadvantaged situations experienced significantly less adult directed words than their higher socio-economic peers. The research implied there was a ‘30-million-word deficit’ for the lower socio-economic children by the time they were four. That is a lot of missing words! These crucial findings draw attention to the importance of what quality practitioners can do to support and narrow the gap for children through quality interactions and using their quality environments (SDG 4 Quality Education). So, how can we close the gap and support children’s communication skills? The Early Years Foundation Stage (EYFS DfE, 2024, p9) clearly states the importance of “back-and-forth interactions” as a necessary requirement for language and cognitive development in young children. Sameroff and Fiese (2000) suggest back-and-forth interactions are more important than the quantity of the vocabulary children are exposed to, because the bi-directional conversations shared together are closely entwined with Personal, Social and Emotional Development, a universal prime area (EYFS, DfE,2024). As practitioners we need to focus on ensuring all children have opportunities to encounter through modelling and scaffolding, complex language input with a high level of longer, richer sentences (Rowe, 2008). This aligns with the Education Endowment Foundation – Communication and Language toolkit, which reminds practitioners to support and model effective linguistic aspects of communication. However, reflecting on pedagogical interactions Margaret Donaldson (1978) says this must make ‘human sense’ to the children, suggesting the need to draw on the socio-cultural aspects of community too (SDG 11 Sustainable Cities and communities). Within the Specific Area Understanding the World (EYFS, DfE,2024, p11) practitioners are asked to guide “children to make sense of their physical world and their community.” Taking children out beyond the gates of your setting allows them to experience holistically their neighbourhood, and what makes sense to them. Every neighbourhood is different (think of smells in a city compared to a beach town!) but as the EYFS (DfE, 2024, p 11) states “the frequency and range of children’s personal experiences increases their knowledge and sense of the world around them”. One such example is walking with your children through the town daily or weekly, past the local shops and engaging in back-and-forth conversations, adding new vocabulary as they walk. Exchanging hellos and making conversation with shop keepers will help children to become familiar with new vocabulary that is seemingly being lost due to the overuse of supermarkets. In large supermarkets everything is there and available in one stop – just come in and buy! There are limited interactions, relationships and vocabulary shared. Sadly now, how many children know for instance, what a cobbler is and what their work comprises of, linking here to SDG 8 Decent Work and Economic Growth. By visiting in a natural organic way through a neighbourhood walk, children will become familiar with the shop keepers such as an optician, haberdasher, greengrocer, butcher, chemist, and baker (remember use this core language) that reside on their high street. When do children ever hear these occupational words now? So, it is imperative early years practitioners highlight these words before they become ‘lost’. Reinforce the words further through reading non-fiction books and revisit language associated with each profession, for example, Dylan the Shopkeeper by Guy Parker Rees. Set up your role play as different shops visited to consolidate language further. The new vocabulary can be extended to understand the produce they can purchase from the different shops, resonating with SDG 8, SDG 9, and SDG 11. The EYFS (DfE,2024) asks practitioners to build ‘positive relationships’, and this is a way of doing this through your locality. For example, in the greengrocer discuss the type of apple with the children and then taste test them. Granny Smith or Royal Gala which are sweet or bitter? Think of the lovely describing words or faces here! Other extension activities could include memory games- I went to the baker and I bought bread, a cake, some pastries; or I went to the butcher, and I bought some pork sausages, a bacon chop, some beef burgers; this consolidates the produce from each shop and the repetition aids the children’s cognition. After visiting the high street, the children could make their own big story book from each shop rather than buying books to support. This would be very effective as this supports children’s understanding of text - words and images together have meaning, that there is a beginning, middle and end in books which will make ‘human sense’ to them as this connects them to their community high street shops, and the satisfaction of knowing they wrote the book. Due to plastic credit cards being used in supermarkets there are other words that are now less frequently used in the terms of monetary currency. How often do children hear in purchasing back and forth conversations, or the words pennies and pounds being used? By highlighting during your neighbourhood walks not just the local shop keepers, their profession and produce sold, take the children into the shop, and model the use of real money. As the EEF Communication and Language states “settings should use a range of different approaches to developing communication and language skills.” It is important that children hear your “back-and-forth interactions” (EYFS, DfE,2024p, 9) with the shop keepers, as they are valuable conversations of both produce and currency together. The EEF (Early numeracy approaches) research shows that by utilising holistic pedagogy it has “a higher impact than when maths was delivered as a supplementary activity.” Through these conversations children will hear pennies, pounds, change and cost which they can replicate in role play back at your setting because this makes “human sense” (Donalson,1978) to them. Moving out into the locality and community children will have countless opportunities to use their 5 senses – hearing, smelling, tasting, seeing, and touching. By visiting local parks, gardens, or beaches regularly children will develop empathy and care for their environment. The emphasis is that you always use correct terminology with the children. For example, not the generic term ‘flower’ but daffodil or snow drop, and you encourage the children to observe the fauna but not pick them. There is a fabulous book called Lost Words by Robert MacFarlane and Jackie Morris (2021) which focuses again on disappearing words but this time in the natural world. The book states “all over the country, there are words disappearing from children's lives. These are the words of the natural world; Dandelion, Otter, Bramble, and Acorn, all gone. A wild landscape of imagination and play is rapidly fading from our children's minds. The Lost Words stands against the disappearance of wild childhood”. This book could be used as a follow up to walks or scientific observations in woodland. Crucially for the planet we need to ensure young children hear, use, and understand key words from nature. As the EEF- Early Literacy approaches state you must ensure that “your early literacy strategy is well-balanced and combines approaches that will support the development of skills, knowledge and understanding”. From a sustainable perspective we need to invest in our locality whether this is the high street or park or woodlands or coastline. If children develop a relationship with their community and locality then they will love the area, respect the area and care for the area. EEF- Early years evidence highlights “approaches for teaching early literacy should, therefore, be used in ways that build on approaches that support communication and language, which are fundamental to children’s literacy.” This resonates with the Specific Area Knowledge and Understanding which asks practitioners to “foster their understanding of our culturally, socially, technologically, and ecologically diverse world” EYFS (DfE,2024, p11). Extending and developing these ‘lost words’ of the high street and environment builds “important knowledge,” and “extends their familiarity with words that support understanding across domains” (EYFS, DfE, 2024, p11). Economic sustainability through regular opportunities to use and understand words associated with currency, socio-cultural sustainability through engaging and connecting with your local community high street shops and environmental sustainability with care and empathy because of a relationship with the natural world. This clearly demonstrates the interconnected and holistic approaches to both early childhood and sustainability. Strategic Partners ​Stronger Practice Hub Privacy Notice

Ụkpụrụ ndị Britain bụ isi Bara uru British bara uru na Everton Nursery School na Ebe Ezinụlọ N'okpuru ebe a bụ ka ụkpụrụ anyị dị na Everton Nursery School na Ebe Ezinụlọ si anọchite anya nkọwa gọọmentị nke ụkpụrụ Britain: fundamental british values Anyị nwekwara ụlọ akwụkwọ ọta akara Everton na ụkpụrụ isi ụlọ ezinaụlọ. Ndị a bụ ndị a: Ọkachamma Anyị na-emejuputa atumatu site na otu anyị si: na-ebi ndụ anyị ụkpụrụ site na omume anyị mara ihe ndị nne na nna / ndị nlekọta na-atụ anya ma zute ha / gafere ha kwere na ihe niile nwere ike imeziwanye debe ebe nchekwa, ahụike na ebe dị ọcha gosi ntinye aka n'inye ezigbo mmuta na nlezianya na-arụ ọrụ na mmekorita ya na nwa n'obi nke mkpebi niile Nzukọ na-akwụwa aka ọtọ na nke siri ike nke na-eche banyere ya Anyị na-emejuputa atumatu site na: oghere nsonye na-egosipụta iguzosi ike n'ezi ihe na mmekọrịta anyị niile ime ihe anyị kwuru na anyị ga-eme ịtụkwasị uru na ntụkwasị obi Nke Anyị na-emejuputa atumatu site na: ụmụaka, nne na nna/ndị nlekọta na ndị ọrụ na-amụkọ ihe ọnụ na-enye uru dị iche iche na ime ememe dị iche iche ịge ntị na ịkọrọ ndị ọzọ echiche nwe inwe nkwanye ugwu na nganga nke ebe mmụta Mmasị na ụgbọala Anyị na-emejuputa atumatu site na: ịtụkwasị uru otu ọrụ otu ịbụ ihe ọhụrụ, okike, na-arụpụta ihe na nke ọma na-agbasi mbọ ike n'ịme mgbanwe na-enyocha omume gara aga maka mmelite na-aga n'ihu Na-eme mgbanwe Anyị na-emejuputa atumatu site na: mmụta ogologo ndụ imekọ ihe ọnụ - ụzọ ege ntị nti utịp/oganihu​ Ị ga-ahụ ụkpụrụ ụkpụrụ ndị a niile na omume n'ime ọrụ niile anyị na ụmụaka na ezinụlọ na-arụ n'ime ụlọ akwụkwọ ọta akara Everton na Ebe Ezinụlọ. Promoting fundamental British values