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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

Ofsted-rapporten Everton Nursery School en Family Center werden op 16 oktober 2018 geïnspecteerd door HMI onder Sectie 8 van het korte inspectiekader. OBE. Everton Nursery School en Family Center handhaafden het Outstanding-oordeel, het vijfde Outstanding-oordeel als kleuterschool sinds 2004. Klik Hier om de brief te lezen. ​ Everton Nursery School en Family Center Ofsted-rapport Everton Nursery School and Family Center werd in mei 2014 geïnspecteerd door Ofsted, waarbij een Outstanding​ oordeel werd toegekend. Klik hier om het rapport te lezen. Voorafgaand aan mei 2014 is Everton Nursery School and Family Center ook geïnspecteerd in mei 2011, mei 2008 en mei 2004. Om elk van deze inspectierapporten te downloaden en te lezen, please Klik hier . Everton Nursery School en Family Center Daycare Ofsted-rapport ​Everton Nursery School and Family Center Daycare department is geïnspecteerd in september 2014 waarin een Outstanding oordeel werd toegekend. Om dit inspectierapport te downloaden en te lezen, please Klik hier . Everton Children's Center Ofsted-rapport Everton Children's Centre is in januari 2011 geïnspecteerd waarbij het oordeel Outstanding is toegekend. Om dit inspectierapport te downloaden en te lezen, please Klik hier .

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 Newsletters Sign-up to receive our Newsletter on the second week of each month. Will aim to provide practical information from educators across the Liverpool City Region and Beyond as well as information from the Department for Education and Education Endowment Foundation. See below for previous editions. SUBSCRIBE TO OUR LIVERPOOL CITY REGION AND BEYOND EARLY YEARS STRONGER PRACTICE HUB MAILING LIST Sign-up to receive news from our Hub by email, including upcoming courses and events, links to additional resources, and more! Subscribe Strategic Partners ​Stronger Practice Hub Privacy Notice

Kinderbescherming en vrijwaring Wij zijn een VEILIGE school en kindercentrum ​ Ouders/verzorgers dienen zich ervan bewust te zijn dat Everton Nursery School and Family Center alle verantwoorde maatregelen zal nemen om de veiligheid van haar kinderen te waarborgen. In gevallen waarin het kinderdagverblijf/centrumpersoneel reden heeft om bezorgd te zijn dat een kind het slachtoffer kan worden van mishandeling, verwaarlozing of andere vormen van misbruik, heeft de hoofdonderwijzer/hoofd van het centrum geen andere keuze dan de Liverpool Child Protection-procedures te volgen en informeer de kinderbescherming over de zorg. Ouders/verzorgers worden niet altijd volledig op de hoogte gebracht van zorgen, tenzij de hoofdonderwijzer/het hoofd van het centrum er zeker van is dat de veiligheid van het kind hierdoor niet in het gedrang komt. De genoemde Designated Safeguarding Lead is: Lesley Curtis (hoofddocent/hoofd van het centrum) De genoemde Designated Deputy Safeguarding Leads zijn: Faye O'Connor Paula Fagan Ruth Scully De genoemde link van het kindercentrum voor kinderbescherming is: Paula Fagan De genomineerde gouverneur die verantwoordelijk is voor de bescherming en de bescherming van kinderen is: Andrea Vaughan De genomineerde gouverneur die verantwoordelijk is voor kinderen die worden verzorgd, is: Ruth Scully Kopieën van het beleid inzake kinderbescherming en -borging zijn op aanvraag verkrijgbaar bij de school/het centrum. Als u zich zorgen maakt over de veiligheid van een kind, kunt u met een van de medewerkers spreken of u kunt telefonisch contact opnemen met Careline: 0151 233 3029. Child Protection and Safeguarding Policy PANTS and The Underwear Rule: Learning about staying safe, keeping our private parts private and respecting the right to privacy – supported by content from the NSPCC. https://www.nspcc.org.uk/keeping-children-safe/support-for-parents/pants-underwear-rule/

Onze benadering van het onderwijzen en leren van Phonics op de Everton-kleuterschool Op Everton Nursery School betrekken we kinderen bij hun leerproces door hun interesses. Leraren gebruiken deze interesses om te plannen actieve en creatieve leerervaringen die kinderen ontwikkelen luister- en aandachtsvaardigheden. Leraren gebruiken begeleiding van 'Little Wandle Letters and Sounds Revised' om lesgeven en leren te onderbouwen. Leraren zorgen voor een evenwicht tussen door kinderen geleide en door volwassenen geleide ervaringen voor alle kinderen die voldoen aan de leerplanverwachtingen voor 'Communicatie en taal' en 'Geletterdheid'. Deze dagelijkse ervaringen omvatten: · Sharing high-quality stories and poems _cc781905-5cde-3194- bb3b-136bad5cf58d_ · Learning a range of nursery rhymes and action rhymes_cc781905-5cde-3194 -bb3b-136bad5cf58d_ · Activities that develop focused listening and attention (including oral blending)_cc781905 -5cde-3194-bb3b-136bad5cf58d_ · _cc781905-5cde-3194-bb5d dagelijkse interactie met hoge kwaliteit Voor kinderen die meer vertrouwen hebben in het koppelen van geluiden tot brieven en die zich in een vroeg stadium van lezen bevinden, we dagen hun leren uit door de introductie van meer leeftijds- en stadiumgeschikte leermogelijkheden zowel binnen als buiten. We lezen en delen een brede reeks boeken met de kinderen die zich op beide richten fictie en non-fictie tekst. We dagen kinderen uit fonetische kennis door de introductie en betrokkenheid van verschillende schrijfgenres zodat kinderen krijg een diep en veilig begrip van letters, klanken, woorden, tekst en informatie. Kinderen in de kleuterklassen houden zich dagelijks bezig met 'leraar geleide sessies' waarin concepten als ritme en rijm verder worden ontwikkeld. In de binnen- en buitenleeromgevingen hebben kinderen de mogelijkheid om een scala aan hoogwaardige middelen te verkennen om hun kennis van letters en, op hun beurt, hun klanken voortdurend te ontwikkelen. Ervaringen zoals 'In Harmony' en 'Tuning In' met de Philharmonic-muzikanten ter plaatse en Muziek en Beweging met het kinderdagverblijf ondersteunen ook het vermogen van kinderen om zich af te stemmen op geluiden. Kinderen ervaren een rijk repertoire van kinderliedjes en actierijmpjes die multizintuiglijke ervaringen bevatten, zoals actierijmpjes waarin kinderen klappen, knieklopjes of voetstappen moeten toevoegen of op een bepaalde manier moeten bewegen._cc781905-5cde-3194-bb3b -136bad5cf58d_ Ga voor meer informatie over Little Wandle Letters en Sounds naar: https://www.littlewandlelettersandsounds.org.uk Sharing high-quality stories and poems Learning a range of nursery rhymes and action rhymes Activities that develop focused listening and attention (including oral blending) Modelling high-quality language during daily interactions. Phonics ​For children who are more confident in linking sounds to letters and who are at the early stages of reading, we challenge their learning through the introduction of more age and stage appropriate learning opportunities both indoors and outdoors. We read and share a broad range of books with the children that focus on both fiction and non-fiction text. We challenge children's phonetical knowledge through the introduction and engagement of different writing genres so that children gain a deep and secure understanding of letters, sounds, words, text and information. Children in the Nursery School classes engage in daily ‘Teacher led sessions’ through which concepts such as rhythm and rhyme are developed further. Throughout the indoor and outdoor learning environments, children have the opportunity to explore a range of high-quality resources to continuously develop their knowledge of letters and, in turn, their sounds. Experiences such as ‘In Harmony’ and ‘Tuning In’ with the Philharmonic musicians on-site and Music and Movement with the Nursery Staff also support children’s ability to tune in to sounds. Children experience a rich repertoire of nursery rhymes and action rhymes that include multi-sensory experiences, such as action rhymes in which children have to add claps, knee pats or foot stamps, or move in a particular way. For more information about Little Wandle Letters and Sounds please visit: https://www.littlewandlelettersandsounds.org.uk Please see the Little Wandle Nursery yearly plan that Everton Nursery School children mostly follow apart from that we do not expose children to Little Wandle 'picture cards' as the planning states. We do not use the Little Wandle picture cards as not all children will continue the Little Wandle Journey into reception so our approach is responsive to this knowledge.

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Neem contact op U kunt spreken met Joanne Rooney (administrateur), Anne Smith (receptioniste) of Lesley Curtis (hoofdonderwijzer) indien beschikbaar. Onze Special Educational Needs and Disability Coordinator (SENDCo) is Rebecca Melia met ondersteuning van onze Inclusion Coordinator Ruth Scully. Telefoon E-mail 0151 233 1969 evertonnsfc@evertoncentre.liverpool.sch.uk Sociale media Contact Formulier Voornaam Achternaam E-mail Bericht Bedankt voor het indienen! Versturen

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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 Blogs, Case Studies and Podcasts ENGAGING GROWTH WITH ‘THE GARDEN CLASSROOM’ Tracie Dowling The Garden Classroom ‘Lost words’ reflected through the three pillars of sustainability and the SDGs. Diane Boyd Lost Words Craig Bolton, Headteacher at East Prescot Road Nursery School, Liverpool, introduces the NELI Preschool programme. East Prescot Road Nursery School is a partner of the Stronger Practice Hub. NELI Preschool programme Thank you to Amanda Quirk, a strategic partner to the Hub (linked to Generate Teaching School Hub) for our first blog: 4 Actions to Restart Well in Early Years - Generate Teaching Hub Video blogs Everton Nursery Teacher Kate Doyle and Dr Diane Boyd present The Authentic development of a Sensory Garden through the 17 SDGs 1. The 'otherness' of the non-human world - highlighting worms! 2. Agency in Action – Children voicing their thinking through mark making. 3. Discovering recycling waste and contamination through a community visit. 4. Understanding Construction and Positioning of a Bug hotel in our garden. 5 Sparking interest through visiting Everton Park Nature Garden in our neighbourhood 6. The Fix-it Shop! Shopping lists, money, decision – making in action. 7. Sensory cognitive explorations using recycleable sustainable resources through tyres, hurricanes and the rain! Strategic Partners ​Stronger Practice Hub Privacy Notice

Liverpool City Region and beyond Early Years Stronger Practice Hub Hub Home Events Blogs Childminders Programmes Documents Subscibe Early Years Professional Development Programme Newletters Recruitment Liverpool City Region and Beyond Stronger Practice Hub Sign Up 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 mathematics. Each Hub is led by a group-based (school-based, private, voluntary, or independent) early years provider. (Please check your inbox Junk folder for blocked correspondence). * Indicates required question Email Name Local Authority your setting is based in: School / Setting name Setting Postcode Setting URN number: What best describes your role in the Setting Choose an option What best describes your Setting Choose an option Which area would your setting like support with? Communication and Language Literacy Mathematics Other Which Social Media channels would you like to see our information on? Facebook X (Twitter) Instagram Whatsapp Other Would you like to subscribe to our monthly newsletter? Yes No I understand that by signing up on this form, my contact details will be kept by Liverpool City Region and Beyond Stronger Practice Hub at Everton Nursery School and Children's Centre. Your details will be kept for the purpose of sending emails and newsletters. I agree Submit Thanks for subscribing! Please check your inbox Junk folder for blocked correspondence Strategic Partners ​Stronger Practice Hub Privacy Notice