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Sensory Garden Na Harmony Blogs Na Harmony Liverpool sitere n'ike mmụọ nsọ nke Venezuela's El Sistema ma na-eji egwu egwu egwu na-eme ka ahụike, agụmakwụkwọ na ọchịchọ nke ụmụaka na ndị ntorobịa nọ na Everton. N'ịbụ onye guzosiri ike na 2009 na Faith Primary School na ụmụaka 84, Na Harmony Liverpool agbasawanye nke mere na ihe karịrị ụmụaka 700 na ndị na-eto eto dị afọ 0-18 na ezinụlọ ha na-ekere òkè ugbu a na egwu orchestral-eme nke kachasị mma kwa izu, n'efu. n'ime na n'èzí ụlọ akwụkwọ. Ime egwu na-ewere ọnọdụ na Faith Primary School, The Beacon CE Primary School, Everton Nursery School na Family Center, All Saints Catholic Primary School, Anfield Children's Center na Liverpool Philharmonic na Friary, ebe mmeghari anyị na West Everton._cc781905-5cde- 3194-bb3b-136bad5cf58d_ A Reflective conversation A reflective conversation with SENCO class teacher Emma Louise Scott and HLTA Maria Edge from Everton talking to Diane Boyd. 1. Setting the Context - introduction to the Podcast and participants Emma and Maria 1 Reflective Conversation Setting the Context Artist Name 00:00 / 01:01 2. Initial first thoughts - before the sustainability training 2 Initial first thoughts Artist Name 00:00 / 00:51 3. Can the SGD's - be easily implemented into early childhood pedagogy 3SDG implemented Artist Name 00:00 / 03:14 4. Which SDG - did you feel you were more familiar with or relevant to your practice? 4 Which SDG Artist Name 00:00 / 05:00 5. What was the most significant point you took from the training 5 What was the most Artist Name 00:00 / 06:05 6. The interconnection of the three pillars of Sustainability 6 The interconnection Artist Name 00:00 / 04:56 7. Reflections and conclusion - What have you taken away from the training and our conversation 7 Reflections and conclusion Artist Name 00:00 / 03:13 Home | Climate Action Strategy | Case Studies | Curriculum Resources | Blog and Video Logs

The Centre for Nurture offers an individualised curriculum following the Early Years Foundation Stage adhering to the needs of all the children in this class. Center for Nurture Nabata na Center for Nurture page. Biko hụ n'okpuru ebe a ọtụtụ ihe omume ka gị na nwa gị na-enweta mgbe nọ n'ụlọ._cc781905-5cde-3194-bb3b-136bad5cf58d na anyị ga-aga n'ihu na-agbakwụnye. ibe a. Ọ bụrụ na ị nwere aro ọ bụla maka mmemme mmụta ụlọ maka ndị dị afọ 4-7, biko emailEvertonnsfc@evertoncentre.liverpool.sch.uk Akụrụngwa Akụkọ na ọwa Youtube anyị Akụkọ sitere n'aka ndị ọrụ na ọwa You Tube anyị. Children have access to daily sensory circuits which include proprioceptive and vestibular movements that are designed to alert, organise and calm; helping to regulate. From April 2022, our Centre for Nurture became a Local Authority resourced provision for children with special educational needs and disability (SEND) for children 2.5 years to 5 years of age. The Objectives of the Resourced Maintained Nursery School Provision The objectives are to provide specialist provision and strategies that are suitable for the age, ability and aptitude or SEND of each child so that: they are happy at nursery, feel included and fully participate in the life of the nursery school they have a successful transition to the next setting their parents have confidence in the SEND provision offer in Liverpool’s maintained nursery schools Eligibility Criteria for the Provision at Everton Maintained Nursery School Age Children will be aged 2.5-5 years In exceptional circumstances, the local authority may place children outside this age criteria SEND SEND eligibility will be assessed by a LCC SEND Early Years Officer In exceptional circumstances, the local authority may place children outside this SEND criteria Children will have speech, language and communication needs or be on the neurodevelopment pathway or have a diagnosis of autism Communicative abilities will be significantly delayed in both expressive and receptive skills and children are highly likely to have had these needs identified very early by a trained professional such as a speech and language therapist The severity of the impact of autism, or potential autism, upon the child will be profound and multi-faceted and will have a significant detrimental impact upon the child’s ability to: Engage in any level of formal learning or purposeful play Demonstrate or develop the fundamentals of communication, https://www.intensiveinteraction.org/find-out-more/fundamentals-of-communication/ Self-manage behaviours that challenge such as aggressive behaviour, self-harm, or alternative high risk behaviours Self-regulate potential sensory processing disorders resulting in the need for seeking/avoidance mechanisms to cope with environments even when adapted Naturally interpret, and learn from social situations at an age appropriate level despite targeted and specific learning attempts Naturally develop the ability to apply flexible thinking techniques as part of typical development, e.g. making choices, anticipating sequences/outcomes, managing micro and macro transitions Some children will be under assessment for or have additionally diagnosed conditions including cognition and learning needs (CLN) and sensory needs associated with autism or potential autism Children identified for maintained nursery school resourced places are highly likely to be working at levels identified within the engagement model https://www.gov.uk/government/publications/the-engagement-model The above needs impact upon the child simultaneously resulting in significant challenges to delivering provision without significant adaptations, namely: 1:1 teacher led specialist programmes, highly adapted environments individual, specific and personalised assess, plan, do and review cycles requiring highly specialist skills and knowledge Some children will be under assessment for or have additionally diagnosed conditions including cognition and learning needs (CLN) and sensory needs associated with CASC Children identified for resourced maintained nursery school places are highly likely to be working at levels identified within the engagement model https://www.gov.uk/government/publications/the-engagement-model Placement of Children in Resourced Maintained Nursery Schools Whilst the placement process is embedded, individual children will be identified by the local authority in partnership with key staff in the maintained nursery schools (please see Maintained Nursery School Resourced Placement Pathway). In order to quickly place and meet need, children will not require an EHCP to be eligible for a resourced maintained nursery school place, as it is expected that, as criteria for resourced provision has been met, children being placed will be assessed using the statutory frameworks, to ensure pathways into reception are considered at the earliest opportunity For children with an EHCP, maintained nursery schools will be consulted by LCC's SEND Team Upon placement, the current high needs funding agreement for the child will cease and the High Needs Support Team will be alerted by the maintained nursery school The placement process will be reviewed on an ongoing basis to ensure an equitable citywide offer Criteria for Children The Headteacher or SENDCo at Everton Nursery School and Family Centre will support transition to the next setting and bring to the attention of the local authority at the earliest opportunity any potentially deferred children The Accommodation for the Provision The accommodation will consist of an appropriate early years teaching and learning space for children with SEND, aged 2.5-5 years Staffing The provision will be overseen by the Senior Leadership Team of Everton Nursery School Individual children’s SEND support planning will be overseen by staff holding qualified teacher status Staff will have annual performance management reviews resulting in the writing of a development plan outlining their continuing professional development, to ensure that they are kept updated in the field of SEND, and early years provision.

We have wide range of resources for Practitioners. Our DVDs and Booklets cover a breadth of topics. Browse through our slide show to see our various materials. Ọnụ ego nke EYFS Ndị ọrụ na Everton Nursery School na Ebe Ezinụlọ ewepụtala ọtụtụ akụrụngwa maka ndị ọkachamara. DVD na akwụkwọ nta anyị na-ekpuchi ọtụtụ isiokwu. Chọgharịa na ihe ngosi mmịfe anyị ka ịhụ ihe anyị dị iche iche. Pịa ebe a maka akwụkwọ iwu anyị. Resources Booklet

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

Ozi Gọvanọ Iwu Ọbịbịa ndị gọvanọ Ndị gọvanọ Ọbịa PFR Parent Governors Gọvanọ Handbook Onye nhazi afọ Gọvanọ Ọdịdị Gọvanọ na kọmitii Ndị otu Gọvanọ na ozi 2022/2023

EYSH Blogs Lost words Na Harmony Blogs ‘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. Home | Climate Action Strategy | Case Studies | Curriculum Resources | Blog and Video Logs

Interactive stories from Booktrust the UK’s largest children’s reading charity Akụkọ mmụta ụlọ Akwụkwọ ntụkwasị obi Akụkọ mmekọrịta sitere na Booktrust ọrụ ebere ọgụgụ ụmụaka kacha ukwuu na UK. Ụfọdụ Nkịta Na-eme Ụmụ ọhụrụ ikwiikwii Rumble n'ime ọhịa Mepee nke ọma nke ọma If Obi ụtọ gị na ị mara ya

The aim of our curriculum at Everton Nursery School and Family Centre is to encourage the all-round development of the child, socially, emotionally, physically, intellectually and spiritually in a safe, secure and stimulating environment through reference to the Early Years Foundation Stage. 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.

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

Everton Nursery School and Family Centre is based in the Everton ward of Liverpool. As a maintained nursery school and children's centre, the school and centre has high quality early childhood education with care at the core of its provision. 1/5 Look at the activities we explore at Everton Nursery School and Family Centre Up We have 2, 3 and 4 year old 15 hour funded places available for September 2024 Apply here Up Welcome to Everton Nursery School and Family Centre. Mission Statement The mission of Everton Nursery School and Family Centre is to promote the children’s educational and social development and help families have and achieve high expectations for themselves and the community. On behalf of all the Staff and Governors I would like to welcome all children and their families. We look forward to working with you. The Nursery School and Children's Centre is open 8.00a.m. to 3.30p.m. Telephone: 0151 233 1969 Telephone calls to the Nursery School and Children's Centre can be supported during this time period. Outside of these times the telephones and reception are not staffed. If you wish to report a child's absence please use Arbor or leave a message on the answer machine. Please note the waiting areas for classes are via two different entrances. Parents are asked to wait in the designated areas for their child’s class . Spencer classes Children are to wait in the staff car park with their parents in Spencer Street. Cresswe ll and Heyworth classes Children are to wait in the waiting area at the back of the school/centre accessed via the Forest School path gate from Spencer Street visitors car park. Nabata na ụlọ akwụkwọ ọta akara Everton na ebe ezinụlọ. N'aha ndị ọrụ na ndị Gọvanọ niile a ga m achọ ịnabata ụmụaka niile na ezinụlọ ha. Anyị na-atụ anya iso gị rụọ ọrụ n'afọ agụmakwụkwọ na-esote. Ụlọ akwụkwọ nọọsụ na ebe ụmụaka na-emeghe 8.30am ruo 4pm. Enwere ike ịkwado oku ekwentị na ụlọ akwụkwọ ọta akara na ebe ụmụaka n'ime oge a. N'èzí oge ndị a anaghị arụ ọrụ ekwentị na nnabata. Ọ bụrụ na-ịchọrọ ịkọrọ nwata anọghị ya biko jiri ParentMail ma ọ bụ hapụ ozi na igwe azịza. Site na Septemba 2022 , biko mara ebe echere maka klaasị bụ site n'ọnụ ụzọ abụọ dị iche iche. A na-agwa ndị nne na nna ka ha chere n'ebe a họpụtara maka klaasị nwa ha nọpụrụ iche. Ụmụ klas Spencer ga-echere n'ọdụ ụgbọ ala ndị ọrụ ha na ndị mụrụ ha na Spencer Street. Ụmụ Cresswell na Heyworth ga-echere n'ebe nchere dị n'azụ ụlọ akwụkwọ/etiti a na-enweta site n'ọnụ ụzọ ụzọ ụlọ akwụkwọ Forest site na ogige ụgbọ ala ndị ọbịa Spencer Street. Agaghị emeghe ọnụ ụzọ Cresswell Street / ụzọ ọpụpụ n'oge ụmụaka na-abanye ma na-apụ na ogige ahụ. Ndị ọrụ ga-akwado gị ịbanye / ịpụ na ụlọ akwụkwọ / etiti na mmalite / njedebe nke ụbọchị. oge akwụkwọ. Biko dọba ụgbọala pụọ n'ọnụ ụzọ ụlọ akwụkwọ (ọ bụghị n'ahịrị zigzag na-adọba ụgbọala) ma ọ bụ jiri ọdụ ụgbọ ala ndị ọbịa na saịtị ma ọ bụ dọba ụgbọala pụọ na Spencer ma ọ bụ Cresswell Street wee gaa n'ọnụ ụzọ ụlọ akwụkwọ iji chekwaa ụmụaka niile._cc781905 -5cde-3194-bb3b-136bad5cf58d_ Oge klaasị dị ka ndị a: Klasswell: 9.00am na-amalite na 3.00pm gwụ na Mọnde, Tuzdee, Tọzdee na Fraịde. N'ụtụtụ Wenezde klaasị Cresswell na-amalite na elekere 9.00 nke ụtụtụ ma mechaa na elekere 12.00 nke ehihie. na ehihie Cresswell klas na-amalite na 12.15 ruo 3.15pm na Wednesday. Spencer 1 na 2 Klas: 9.00a.m. malite na elekere 3.00 nke ehihie mechaa na Mọnde, Tuzdee, Tọzdee na Fraịde. N'ụtụtụ Wenezde, klaasị Spencer na-amalite na elekere 9.00 nke ụtụtụ wee gwụchaa na elekere 12.00 nke ehihie. na ehihie Spencer klaasị na-amalite na 12.15pm ruo 3.15pm na Wednesde. Ebe Spencer 3 maka klaasị na-amalite na elekere 9 nke ụtụtụ. ma mechaa n'elekere atọ nke abalị. n'ọnụ ụzọ/ụzọ ọpụpụ Spencer Street. Klas Heyworth na-amalite n'elekere itoolu nke ụtụtụ a na-enwetakwa ya site na ebe nchere dị n'azụ ụlọ akwụkwọ/etiti wee gwụchaa n'elekere atọ nke abalị. na Mọnde, Tuzdee, Tọzdee na Fraịde ma ọ bụ elekere iri na abụọ nke ehihie ma ọ bụrụ na ị nwere ebe ụtụtụ. N'ụtụtụ Wenezde, klaasị Heyworth na-amalite n'elekere 9:00 nke ụtụtụ ma mechaa na elekere 12.00 nke ehihie. na ehihie Heyworth klaasị na-amalite na 12.15pm ruo 3.15pm na Wednesde. Ebe akwụ ụgwọ nwere n'elekere asatọ nke ụtụtụ ruo elekere mbụ. ma ọ bụ 1pm ruo 5.15 mgbede mmalite na oge ngwụcha. A na-eme ndokwa nri ụtụtụ anyị n'ụlọ akwụkwọ malite n'elekere asatọ nke ụtụtụ. Biko chere n'ọnụ ụzọ abụọ dị nso na kichin ụlọ akwụkwọ dị na Spencer Street ma otu onye ọrụ ga-anata/chụpụ nwa gị n'ọnụ ụzọ abụọ ahụ. Our After School ndokwa dịkwa na ụlọ akwụkwọ. Ọ bụrụ na ndị nne na nna/ndị nlekọta abịaghị n'azụ ịnakọta nwa ha/ụmụ ha site na Ụlọ akwụkwọ ma ọ bụ ụbọchị isi akwụkwọ, a na-akwụ £ 5 kwa elekere. Ọ dịghị ụmụaka ga-ahapụ ụlọ akwụkwọ ha n'oge ọ gwụla ma ha nwere oge nlekọta ahụike nwere ihe akaebe hụrụ maka nhọpụta ahụ. Nursery agụmakwụkwọ bụ ego maka awa 15 maka ụfọdụ ndị dị afọ 2 na ndị dị afọ 3 na 4 na awa 30 maka ndị dị afọ 3 na 4 maka ndị nne na nna na-arụ ọrụ. Ọbịbịa na oge n'oge ka achọrọ na nnọkọ niile. Ogbenye na ịga n'oge ga-ama aka (dị ka ndị ọchịchị obodo anyị chọrọ) ma nwee ike imetụta ọnọdụ nwa gị._cc781905-5cde-3194-bb3b-136bad_5cf58d Ugbu a, nleta na klaasị Nursery anyị bụ naanị oge atọrọ. Ka ọ dị ugbu a, biko hụ n'okpuru njem nlegharị anya nke gburugburu mmụta klas anyị. Heyworth bụ klaasị afọ 2-3 na Cresswell na Spencer bụ klaasị anyị dị afọ 3-4. N'ikpeazụ, biko abatala n'ụlọ akwụkwọ ọta akara ma ọ bụ saịtị ụmụaka ma ọ bụrụ na ị chere na ị nwere mgbaàmà nke coronavirus. Ọ bụrụ na ị nwere ajụjụ ọ bụla ma ọ bụ nchegbu, biko kpọtụrụ m na Evertonnsfc@evertoncentre.liverpool.sch.uk Nke gị nke ọma L. Curtis Dr. Lesley Curtis OBE Onye isi nkuzi/onye isi ụlọ ọrụ Our Breakfast provision is held in the school hall from 8a.m. Please wait at the double doors near to the school kitchen in Spencer Street and a member of staff will receive/dismiss your child from the double doors. Our After School provision is also in the school hall. Children are to be collected from the After School provision by 5.15p.m. at the latest. If parents/carers are late collecting their child/children from After School or the main school day there is a £5 per hour charge. No children are to leave their nursery sessions early unless they have a medical appointment with evidence seen of the appointment. Nursery education is funded for 15 hours for some 2 year olds and 3 and 4 year olds and 30 hours for 3 and 4 year olds for parents who work. Full attendance and punctuality is required at all sessions. Poor attendance and punctuality will be challenged (as required by our Local Authority) and could impact on your child’s place. At present, visits to our Nursery Class are by appointment only. In the meantime please see below virtual tours of our classroom learning environments. Heyworth is our 2-3 years classes and Cresswell and Spencer are our 3-4 year olds classes. Finally, please DO NOT come into the Nursery School or Children's Centre site if you consider that you have the symptoms of coronavirus. If you have any questions or concerns, please contact me on evertonnsfc@evertoncentre.liverpool.sch.uk Yours sincerely L. Curtis Dr. Lesley Curtis OBE Headteacher/Head of Centre Ihe a ga-eme taa Load More

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

We can provide meeting rooms suitable for every occasion from a one to one meeting, to a conference for 100 people. 1/6 Ụlọ Nzukọ na ụgwọ ụlọ Ụlọ Nzukọ na ụgwọ ụlọ Anyị nwere ike ịnye ọnụ ụlọ nzukọ kwesịrị ekwesị maka oge ọ bụla site na otu gaa n'otu nzukọ, gaa na ogbako maka mmadụ 100 ị nwere ike ijide n'aka na oge dị jụụ na Ụlọ Akwụkwọ Nursery Everton na Ebe Ezinụlọ. Ndị ọrụ kichin anyị nọ na saịtị nwere ike gboo mkpa na ihe ndị ị chọrọ. Enwere ike ịnye ihe ngosi na akụrụngwa ICT gụnyere ihe ngosi LCD, kọmpụta, ọkà okwu na ọtụtụ ndị ọzọ. Maka ozi ndị ọzọ biko kpọọ 0151 233 1969. Ọnụ ego ụgwọ ụlọ £ 250 kwa ụbọchị, 8.30am-4.30pm £ 125 kwa ụbọchị, 8.30am-12.30pm ma ọ bụ 12.30pm-4.30pm Ojiji elekere dị n'etiti elekere 3 nke ehihie. na 7pm ma na-ana ya £30.00 kwa elekere. Enwere ike ịnye ume ọhụrụ (Tii, kọfị, mmiri na biscuits). Ịdọba ụgbọala efu dị. Room Booking Form