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Nkhani Zophunzirira Zanyumba Booktrust ​ ​ Nkhani zokambitsirana zochokera ku bungwe lothandizira kuwerenga kwa ana lalikulu la Booktrust ku UK. Agalu Ena Amachita Ana Owl ​ Rumble in the Jungle ​ Tsegulani Mosamala Kwambiri ​ Inef Odala Ndi Inu Mukudziwa ​ ​

Tsamba la Makolo/Wosamalira Mafomu ndi chidziwitso KULAMBIRA FOMU YOTHANDIZA MACHITIDWE KUCHEDWA KWA NAZARA LAIBULALE YA CHISEWERERO NDI MABUKU Makalata kwa Makolo/Olera FOMU YOLENGEZA MAKOLO KODI MAKOLO PA EYFS KABUKU ZOPHUNZIRA ZA MAKOLO 3-5 ZOPEZA ZOVALA UNIFORM PRICE LIST ZOYENERA KUYEMBEKEZERA MU MASO Makolo Ndemanga za Sukulu yathu ya Namwino Jacob amadzimva kukhala otetezeka, othandizidwa komanso okondedwa ku nazale, kupeza maphunziro a maola makumi atatu kwamupangitsa kuti azikhala ndi nthawi yochulukirapo yofufuza ndi kuphunzira ndi anzawo. Sukuluyi imapereka malo abwino kwambiri oti ana aphunzire, kuzindikira ndi kusangalala ndi maphunziro aubwana. Timamva kuti tili ndi mwayi monga makolo kuti Jacob akusamalidwa bwino kwambiri, fayilo yake ya Family Worker yatithandiza kumvetsetsa zomwe akupita patsogolo ndi zolinga zake '. -Eliza Willis - Kholo la Jacob Willis Bea wapita patsogolo kwambiri pamakhalidwe komanso maphunziro. Chidaliro chake ndi chapamwamba kwambiri ndipo sitikanatha kumupatsa muyezo wapamwamba chotere. Sitikadapempha moyo wabwinoko kwa msungwana wathu wamng'ono. Bea amakonda malo akunja, ichi ndi chimodzi mwa zifukwa zambiri zomwe tidasankhira Nursery School iyi. -Sam McKenna Kholo la Bea McKenna Heidi amakonda kubwera ku nazale ndipo sindingathe kuthokoza ogwira ntchito mokwanira chifukwa cha kudzipereka kwawo, thandizo lawo komanso khama lawo kuti atsimikizire kuti Heidi akupita patsogolo m'maphunziro ake onse. Zomwe amakumana nazo ku nazale ndizabwino kwambiri ndipo kulumikizana pakati panyumba ndi Sukulu ndikwabwino. Zikomo! -Francine McArdle Kholo la Heidi Hughes Ruby nthawi zonse anali wotopa kwambiri komanso wamanyazi pozungulira anthu atsopano, chizoloŵezi cha sukulu ndi chikhalidwe chabwino chapangitsa kuti Ruby adziyese kukhala wodzidalira. Kuchuluka kwa khama lomwe aphunzitsi amapitako kuti akonzekeretse ntchito zosangalatsa, zopanga komanso zongoyerekeza sikunadziwike. Ruby amandiuza kuti amakonda kusewera panja, monga kholo ndimamva kuti malo akunja ndi odabwitsa. Ineyo ndi bambo ake a Ruby tasangalala kwambiri kuwerenga nkhani komanso kuona zithunzi za Ruby akusangalala kwambiri! - Courtney Needham - Kholo la Ruby Needham Enzo wapindula kwambiri ndi maphunziro a maola makumi atatu. Chilankhulo chake chakula kwambiri chaka chino, tsopano amalankhula Chingerezi bwino kuposa ife, amakonza zolakwa zathu nthawi zina. Enzo amakonda chizolowezi cha kusukulu ndipo amayamba tsiku ndi Massage. Kulankhulana ndi aphunzitsi ake a m'kalasi komanso wogwira ntchito m'banja ndikwabwino, nthawi zonse ndimakhulupirira kuti Enzo akusangalala ndi sukulu ndipo chilichonse chimene chingamudetse angachidziwitse mwamsanga. -Maria Siqueira - Makolo a Enzo Siqueira

Mu Harmony Ku Harmony Liverpool idauziridwa ndi El Sistema yaku Venezuela ndipo imagwiritsa ntchito kupanga nyimbo za orchestra kuti ipititse patsogolo thanzi, maphunziro ndi zokhumba za ana ndi achinyamata ku Everton. Yakhazikitsidwa mu 2009 ku Faith Primary School yokhala ndi ana 84, Ku Harmony Liverpool yakula kotero kuti ana opitilira 700 ndi achinyamata azaka zapakati pa 0-18 ndi mabanja awo tsopano akutenga nawo gawo pakupanga nyimbo za orchestra zapamwamba kwambiri sabata iliyonse, kwaulere, mkati ndi kunja kwa sukulu. Kupanga nyimbo kumachitika ku Faith Primary School, The Beacon CE Primary School, Everton Nursery School and Family Center, All Saints Catholic Primary School, Anfield Children's Center komanso ku Liverpool Philharmonic ku Friary, malo athu ochitira masewera ku West Everton._cc781905-5cde- 3194-bb3b-136bad5cf58d_ Sophie Plumb john-connolly Alex Holladay Gareth Twigg Alexandra Dunn Momwe mungalumikizire ku Harmony Liverpool: Tel: 07800 873981 www.liverpoolphil.com/inharmonyliverpool www.twitter.com/IHLLiverpool https://www.facebook.com/LiverpoolPhilharmonic

Liverpool City Region and beyond Early Years Stronger Practice Hub Hub Home Events Programmes Documents Subscribe Newsletters Blogs Childminders Early Years Professional Development Programme Recruitment Recruitment Do something BIG, work with small children - early years recruitment campaign now live! The Department for Education’s early years and childcare recruitment campaign is now live: ‘Do something BIG. Work with small children.’ The campaign aims to raise the profile of the sector and showcase the important contribution made by early years professionals in preparing young children for school and beyond. It is a multi-channel broadcast campaign, running across TV, cinema, social media, online, radio and out of home advertising to boost interest in the sector and support the recruitment of talented staff. The campaign will point people to a newly launched early years careers website which includes information on the opportunities out there to build a fulfilling career in nurseries, pre-schools or as a childminder. ACTION 1: Upload vacancies to Find a job The campaign and website direct users to DWP’s Find a job platform (which is free to use) to search for roles in their area. We want to ensure as many roles as possible are available to potential applicants in one place. We therefore strongly encourage you to ensure all current or upcoming roles in your setting are listed on Find a Job. Please watch these video tutorials to help you create an employer account and post your jobs. You should use the term ‘early years’ in the title of your job adverts and select ‘Education jobs’ for the job category. This will ensure your vacancies are seen by a large pool of potential candidates. ACTION 2: Help us to promote the campaign We’d be grateful for any support you can offer in promoting the campaign locally. Please use the dropbox of campaign assets to amplify the campaign across your networks and tag all social posts with #DoSomethingBig. The campaign TV advert can also be accessed here . We’ll also be sharing a campaign toolkit with you shortly that contains further assets you can download and use for your own promotional and recruitment needs. If you have any questions about the campaign, please email earlyyears.careers@education.gov.uk . Foundation Years is funded by the Department for Education and brought to you by Coram Family and Childcare and Hempsall's. Strategic Partners ​Stronger Practice Hub Privacy Notice

Chidziwitso cha Bwanamkubwa Constitution​ ​ Kupezeka kwa Atsogoleri Maboma Opezekapo PFR ​Maboma a Makolo​ Governor Handbook​​ ​ Governor Year Planner ​ Abwanamkubwa ndi Kapangidwe ka Komiti ​Umembala wa Bwanamkubwa ndi Zambiri 2022/2023

1/6 Malo a Misonkhano ndi Kubwereketsa Zipinda Malo a Misonkhano ndi Kubwereketsa Zipinda Titha kupereka zipinda zochitira misonkhano yoyenera pamwambo uliwonse kuyambira msonkhano umodzi kupita ku umodzi, kumsonkhano wa anthu 100 mutha kukhala otsimikiza za nthawi yabwino ku Everton Nursery School ndi Family Center. Ogwira ntchito kukhitchini yathu pamalopo amatha kukwaniritsa zosowa zanu komanso zomwe mukufuna. Zida zowonetsera ndi ICT zitha kuperekedwa kuphatikiza ma projekiti a LCD, makompyuta, okamba ndi zina zambiri. Kuti mudziwe zambiri imbani 0151 233 1969. Mitengo Yobwereketsa Zipinda £250 patsiku, 8.30am-4.30pm £125 patsiku, 8.30am-12.30pm kapena 12.30pm-4.30pm Kugwiritsa ntchito ola kumapezeka pakati pa 3pm. ndi 7p. ndipo amalipidwa pa £30.00 pa ola limodzi. Zakudya zotsitsimula (Tiyi, Khofi, Madzi ndi Mabisiketi) zitha kuperekedwa. Kuyimika Magalimoto Kwaulere kulipo. Room Booking Form

Ndalama za EYFS Ogwira ntchito ku Everton Nursery School ndi Family Center apanga zida zambiri zothandizira Othandizira. Ma DVD athu ndi Mabuku athu amakhala ndi mitu yambiri. Sakatulani makanema athu kuti muwone zida zathu zosiyanasiyana. Dinani apa kuti mupeze Fomu Yathu Yoyitanitsa. Resources Booklet

Governor Learning Walk Makhalidwe a Kuphunzira Mwachangu Reflection Proforma Zomwe muyenera kuyang'ana pa EYFS Learning Walk.

Zosowa Zapadera za Maphunziro ndi Kulemala Ku Everton Nursery School ndi Family Center, tadzipereka kuonetsetsa kuti ana onse azikhala ndi miyezo yapamwamba kwambiri yophunzirira ndi kuphunzitsa nthawi zonse mosasamala kanthu za kuthekera kwawo, zaka, fuko kapena jenda. Ngakhale tikuvomereza kuti ana amaphunzira ndi kukula pamlingo wawo, cholinga chathu ndi kutsutsa ana onse kudzera m'maphunziro osiyanitsidwa bwino ndi zomwe akumana nazo pophunzira komanso kukhazikitsa zolinga zomwe akufuna kukwaniritsa. ​​ Chonde onani m'munsimu chikalata chathu Chopereka Sukulu, chomwe chikufotokoza zonse zomwe timachita kuti tipereke maphunziro apamwamba ndi chisamaliro cha ana omwe ali ndi Zosowa Zapadera za Maphunziro ndi Olemala. Koperani ndikuwerenga chikalata chathu Chopereka Sukulu. Koperani ndi kuwerenga ndondomeko yathu ya Zosowa Zapadera za Maphunziro ndi Olemala. Download and read our Special Educational Needs and Disability Summary. Tsitsani ndikuwerenga Mapulani athu a Kufikika. Dinani Pano kuti mupeze tsamba la Liverpool Local Authority 'Early Help Directory'.

Mu Harmony Blogs Lost Words Ku Harmony Liverpool idauziridwa ndi El Sistema yaku Venezuela ndipo imagwiritsa ntchito kupanga nyimbo za orchestra kuti ipititse patsogolo thanzi, maphunziro ndi zokhumba za ana ndi achinyamata ku Everton. Yakhazikitsidwa mu 2009 ku Faith Primary School yokhala ndi ana 84, Ku Harmony Liverpool yakula kotero kuti ana opitilira 700 ndi achinyamata azaka zapakati pa 0-18 ndi mabanja awo tsopano akutenga nawo gawo pakupanga nyimbo za orchestra zapamwamba kwambiri sabata iliyonse, kwaulere, mkati ndi kunja kwa sukulu. Kupanga nyimbo kumachitika ku Faith Primary School, The Beacon CE Primary School, Everton Nursery School and Family Center, All Saints Catholic Primary School, Anfield Children's Center komanso ku Liverpool Philharmonic ku Friary, malo athu ochitira masewera ku West Everton._cc781905-5cde- 3194-bb3b-136bad5cf58d_ ‘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.

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

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