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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. Everton Anaokulu ve Aile Merkezine hoş geldiniz. Tüm Personel ve Valiler adına tüm çocuklara ve ailelerine hoş geldiniz demek istiyorum. Önümüzdeki akademik yılda sizinle çalışmayı sabırsızlıkla bekliyoruz. Anaokulu ve Çocuk Merkezi, 08.30-16.00 saatleri arasında açıktır. Bu süre zarfında Anaokulu ve Çocuk Merkezi'ne yapılan telefon görüşmeleri desteklenebilir. Bu saatler dışında telefon ve resepsiyonda görevli bulunmamaktadır. Eğer bir çocuğun devamsızlığını bildirmek istiyorsanız, lütfen ParentMail'i kullanın veya telesekretere bir mesaj bırakın. Eylül 2022'den itibaren , dersler için bekleme alanlarının iki farklı giriş üzerinden olduğunu lütfen unutmayın. Velilerin, çocuklarının sınıfı için sosyal mesafe korunarak belirlenen alanlarda beklemeleri rica olunur. Spencer sınıfındaki çocuklar, ebeveynleri ile birlikte Spencer Caddesi'ndeki personel otoparkında bekleyeceklerdir. Cresswell ve Heyworth çocukları, Spencer Street ziyaretçi otoparkından Forest School yol kapısından erişilen okulun/merkezinin arkasındaki bekleme alanında bekleyecektir. Cresswell Street giriş/çıkış kapısı, çocukların binaya girip çıktığı süre boyunca açılmayacak. Personel, günün başlangıcında/bitişinde okul/merkez binasına giriş/çıkışlarınızda size destek olacaktır. okul zamanları Lütfen okul kapılarından uzağa park edin (park yapılmaz sarı zikzak çizgilerine değil) veya tesis bünyesindeki ziyaretçi otoparkını kullanın veya tüm çocukları güvende tutmak için Spencer veya Cresswell Caddesi'nden uzağa park edin ve okul kapısı girişlerine doğru yürüyün._cc781905 -5cde-3194-bb3b-136bad5cf58d_ Ders saatleri aşağıdaki gibidir: Cresswell Dersleri: Pazartesi, Salı, Perşembe ve Cuma günleri 09:00 başlangıç ve 15:00 bitiş. Çarşamba sabahı Cresswell dersi saat 9.00'da başlar ve öğlen 12.00'de biter. ve öğleden sonra Cresswell dersi Çarşamba günü saat 12.15 ile 15.15 arasında başlar. Spencer 1 ve 2 Sınıfları: 9.00a.m. Pazartesi, Salı, Perşembe ve Cuma günleri başlangıç ve 15:00 bitiş. Çarşamba sabahı Spencer dersleri saat 9.00'da başlar ve öğlen 12.00'de biter. ve öğleden sonra Spencer dersleri Çarşamba günü 12.15pm'den 3.15pm'e kadar başlar. Spencer 3 Center for Nurture Sınıfı sabah 9'da başlar. ve saat 3'te biter. Spencer Caddesi girişinde/çıkışında. Heyworth Dersleri sabah 9'da başlar. okulun/merkezinin arkasındaki bekleme alanından girilir ve saat 15:00'te biter. Pazartesi, Salı, Perşembe ve Cuma veya sabah yeriniz varsa öğlen 12. Çarşamba sabahı Heyworth dersleri sabah 9.00'da başlar ve öğlen 12.00'de biter. ve öğleden sonra Heyworth dersleri Çarşamba günü 12.15pm'den 3.15pm'e kadar başlar. Ücretli yerlerde sabah 8'den akşam 1'e kadar var. veya 13:00 17:15'e kadar başlangıç ve bitiş saatleri. Kahvaltımız sabah 8'den itibaren okul salonunda yapılmaktadır. Lütfen Spencer Caddesi'ndeki okul mutfağının yanındaki çift kapıda bekleyin; bir personel çocuğunuzu çift kapıdan alacak/çıkaracaktır. Okul Sonrası hizmetimiz de okul salonundadır. Çocuklar en geç 17.15'te Okul Sonrası olanağından alınmalıdır. Ebeveynler/bakıcılar çocuklarını/çocuklarını Okul Sonrası'ndan veya ana okul gününden almaya geç kalırsa, saat başına 5 sterlin ücret alınır. Randevu kanıtı görülen bir tıbbi randevusu olmadıkça hiçbir çocuk kreş seanslarından erken ayrılmamalıdır. Kreş eğitimi, çalışan ebeveynler için bazı 2 ve 3 ve 4 yaşındaki çocuklar için 15 saat ve 3 ve 4 yaşındaki çocuklar için 30 saat olarak finanse edilmektedir. Tüm oturumlarda tam katılım ve dakiklik zorunludur. Düşük katılım ve dakiklik (Yerel Yetkililerimizin gerektirdiği şekilde) sorgulanacaktır ve çocuğunuzun yerini etkileyebilir. Şu anda Kreş Sınıfımıza ziyaretler sadece randevu ile yapılmaktadır. Bu arada, lütfen aşağıdaki sınıf öğrenme ortamlarımızın sanal turlarına bakın. Heyworth 2-3 yaş sınıflarımız, Cresswell ve Spencer ise 3-4 yaş sınıflarımızdır. Son olarak, koronavirüs belirtileri taşıdığınızı düşünüyorsanız lütfen Anaokulu veya Çocuk Merkezi sitesine GİRMEYİN. Herhangi bir sorunuz veya endişeniz varsa lütfen benimle iletişime geçin: cc781905-5cde-3194-bb3b-136bad5cf58d_evertonnsfc@evertoncentre.liverpool.sch.uk Saygılarımla L. Curtis Dr. Lesley Curtis OBE Okul Müdürü/Merkez Başkanı 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 bugün yapılacak şeyler Load More

Ahenk içinde UNESCO SDG 2 LINK Harmony'de Liverpool, Venezuela'daki El Sistema'dan ilham alıyor ve Everton'daki çocukların ve gençlerin sağlığını, eğitimini ve isteklerini iyileştirmek için orkestral müzik yapımını kullanıyor. 2009 yılında 84 çocuklu Faith İlköğretim Okulu'nda kurulan In Harmony Liverpool, 0-18 yaş arası 700'den fazla çocuk ve gencin ve ailelerinin her hafta en yüksek kalitede orkestra müzik yapımında ücretsiz olarak yer alması için genişledi. okul içinde ve dışında. Müzik yapımı Faith İlköğretim Okulu, The Beacon CE İlköğretim Okulu, Everton Anaokulu ve Aile Merkezi, All Saints Katolik İlkokulu, Anfield Çocuk Merkezi ve West Everton'daki prova merkezimiz olan Liverpool Philharmonic at the Friary'de gerçekleştirilmektedir._cc781905-5cde- 3194-bb3b-136bad5cf58d_ SDG 2 Text Text

Ahenk içinde UNESCO SDG 1 LINK Harmony'de Liverpool, Venezuela'daki El Sistema'dan ilham alıyor ve Everton'daki çocukların ve gençlerin sağlığını, eğitimini ve isteklerini iyileştirmek için orkestral müzik yapımını kullanıyor. 2009 yılında 84 çocuklu Faith İlköğretim Okulu'nda kurulan In Harmony Liverpool, 0-18 yaş arası 700'den fazla çocuk ve gencin ve ailelerinin her hafta en yüksek kalitede orkestra müzik yapımında ücretsiz olarak yer alması için genişledi. okul içinde ve dışında. Müzik yapımı Faith İlköğretim Okulu, The Beacon CE İlköğretim Okulu, Everton Anaokulu ve Aile Merkezi, All Saints Katolik İlkokulu, Anfield Çocuk Merkezi ve West Everton'daki prova merkezimiz olan Liverpool Philharmonic at the Friary'de gerçekleştirilmektedir._cc781905-5cde- 3194-bb3b-136bad5cf58d_ SDG 1 Text Text

Ahenk içinde Blogs Harmony'de Liverpool, Venezuela'daki El Sistema'dan ilham alıyor ve Everton'daki çocukların ve gençlerin sağlığını, eğitimini ve isteklerini iyileştirmek için orkestral müzik yapımını kullanıyor. 2009 yılında 84 çocuklu Faith İlköğretim Okulu'nda kurulan In Harmony Liverpool, 0-18 yaş arası 700'den fazla çocuk ve gencin ve ailelerinin her hafta en yüksek kalitede orkestra müzik yapımında ücretsiz olarak yer alması için genişledi. okul içinde ve dışında. Müzik yapımı Faith İlköğretim Okulu, The Beacon CE İlköğretim Okulu, Everton Anaokulu ve Aile Merkezi, All Saints Katolik İlkokulu, Anfield Çocuk Merkezi ve West Everton'daki prova merkezimiz olan Liverpool Philharmonic at the Friary'de gerçekleştirilmektedir._cc781905-5cde- 3194-bb3b-136bad5cf58d_ 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!

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 Anchor 1 Anchor 2 Mathematics Events / Training All CPD sessions are open to all Early Years practitioners in the Liverpool City Region and Beyond Stronger Practice Hub Local Authorities. To book on to any event please email SpHubNW@evertocentre.liverpool.sch.uk Save the date and make a note of our next conference on Saturday 8th February 9.30a.m. to 12.30p.m . with the theme of Sustainability and the Under Threes through the 3 Pillars and SDGs at The Mazuma Stadium, Morecambe Football Club, Christie Way, Westgate, Morecambe, LA4 4TB. If you would like any of our training face to face in your Local Authority let us know and we will see if we can visit you in January, February or March 2025. See below what we have on offer over the next few months: LEARNING WALKS ​ Are you looking for a Learning Walk in another school or setting to see early years in action? We have the following on offer. Please email the sph email if you would like to book on. ​ ​ ​ ​ ​ ​ Whitefield Primary School, visiting the EYFS Department, Boundary Lane, Liverpool, Merseyside, L6 2HZ. Tuesday 19th November 2-4p.m. ​ Everton Nursery School, Spencer Street, Liverpool, Merseyside, L6 2WF – Thursday 5th December 9.30a.m. – 11.45a.m. ​ Ganney’s Meadow Nursery School and Family Hub, New Hey Road, Woodchurch,Wirral, CH49 8HB. Wednesday 5th February 1.30-3.30p.m. ​ ​ If you wish to offer your setting for a learning walk to share practice especially linked to research in communication and early mathematics, let us know via email on sphubnw@evertoncentre.liverpool.sch.uk ​ ​ MOVERS (2 session training) See flyer below. Wednesday 6th November 1-4pm Session 1 and Thursday 28th November 1-4pm Session 2 at Sutton Family Hub, Ellamsbridge Rd. St Helens WA9 3PY Face to Face Training. Open to all Early Years practitioners. FREE Movers book given on the second session for own setting. ​ ​ To book on to any event please email SpHubNW@evertocentre.liverpool.sch.uk ​ SELF REGULATION IN THE EYFS (2 session training) See flyer below. Wednesday 20th November 1pm – 4pm, Wednesday 4th December 1pm – 4pm. Face to face training at Rainhill Community Nursery School Deepdale Drive, Rainhill. L35 4NW. Off JUNCTION 7 on the M62 One day CPD split into two half days of delivery with a gap task. Self-regulatory skills can be defined as the ability of children to manage their own behaviour and aspects of their learning. In the early years, efforts to develop selfregulation often seek to improve levels of self-control and reduce impulsivity. These skills are also sometimes described as executive function capability. . If you would like these trainings to be delivered in your Local Authority email us to see if we have the availability. ​ ​ ​ ​ ​ SUSTAINABILITY IN THE EARLY YEARS workshop for childminders on: Monday 18th November 6pm to 7.30pm (Sustainability taster session) and Monday 9th December 6pm to 7.30pm (reflection and practice) at Bromborough Family Hub Gratrix Road Bromborough, CH62 7BW. E-mail the sph email if you would like to book a place RECORDED SESSIONS We have recorded eight sessions online for staff training: ​ EMOTIONAL REGULATION online recorded session by Maria Beale (SENDCO) and Emma Doran (Early Years Co-ordinator) from Whitefield Primary School, Liverpool. Maria and Emma share how they have worked with children in the early years and their families exploring emotional regulation.EMOTIONAL REGULATION online recorded session by Maria Beale (SENDCO) and Emma Doran (Early Years Co-ordinator) from Whitefield Primary School, Liverpool. Maria and Emma share how they have worked with children in the early years and their families exploring emotional regulation. ​ ​ COMMUNICATION AND LANGUAGE online recorded session by Amanda Quirk, Early Years Advisory Teacher, from our Hub team has put together an online programme for early years staff exploring communication and language. If you would like to access this 30 minute training sessions, email SpHubNW@evertocentre.liverpool.sch.uk ​ OFSTED UPDATE online training from School Improvement Liverpool. If you missed the session in August live online, please email SpHubNW@evertocentre.liverpool.sch.uk and we will send you the recording. ​ OAP (ORDINARY AVAILABLE PROVISION) – Amanda Quirk, Early yEars Advisory Teacher, from our Hub team has put together a recording on OAP (Ordinary Available Provision) in early years. If you would like to access this 30 minute training sessions, email SpHubNW@evertocentre.liverpool.sch.uk ​ USING MUSICAL INSTRUMENTS - Craig and Pip from East Prescot Nursery School, Liverpool have developed an online recording on how to use a range of musical instruments. Childminders across our Hub have the opportunity to borrow a musical instruments bag but many early years educators will have these musical instruments in their provision. If you would like to access this 30 minute training sessions, email SpHubNW@evertocentre.liverpool.sch.uk ​ MATHEMATICS RECORDED ONLINE Rebecca Morgan (Nursery Teacher) has recorded a practical session online to share with colleagues to explore mathematics. Email the sph email if you would like to access the session via Vimeo. ​ ​ EARLY EMOTIONS RECORDED ONLINE An introduction to early emotional health, the issues children face and links to socio-economic backgrounds, previously by Kaya Doyle (Hub Manager) online live. Now available as a recorded session – email sph email if you would like to access a recorded session for CPD for yourself or your setting. ​ FUTURE CONFERENCE – Save the Date : Saturday 8th February 2025 9.30a.m. – 12.30p.m. at at The Mazuma Stadium, Morecambe Football Club, Christie Way, Westgate, Morecambe, LA4 4TB. Our theme for the conference is: Sustainability and the Under Threes through the 3 Pillars and the Sustainable Development Goals with Diane Boyd (Early Years Consultant) who will share examples of how young children under three and sustainability can be explored with the educators who work with them. ​ SENSORY CURRICULUM RECORDED ONLINE email our sph email address if you would like to access for your school or setting a recorded session from Emma-Louise Scott (Nurture Teacher) sharing her experiences and practical examples of a sensory curriculum. ​ FUTURE PRACTITIONER PEEP SESSION – are you interested in accessing PEEP for yourself as a practitioner? If you are interested in finding out more about this CPD session email the sph email address and register your interest on PEEP practitioner training. Kaya Doyle (Hub Programme Manager) will contact you with more details. If you are interested in finding out more about any of these CPD sessions email the sph email address and register your interest. ​ DINGLEY’S PROMISE If you are a Liverpool practitioner you can access Dingley’s Promise free. Please register at the following: Click the link, register, then access whenever suits. https://dingley.org.uk/dingleys-promise-training/early-years-inclusion-programme/ Outside of Liverpool please look at the Dingley’s Promise website for more information. If you would like to access any of the modules please register an interest in the sph email address. https://dingley.org.uk/ ​ ​ ​ ​ ​ CHILDMINDER DROP IN ​ Every Wednesday 9.30-11.30a.m. at Deysbrook Community Centre, Liverpool, L12 4XF. Every Wednesday 9.30-11.30a.m., term time, St Hilda's Church Hall, Hunts Cross, Stuart Avenue, Liverpool, L25 0NG Every Thursday 9.30 to 11.30am. Beck Community Centre 20 Esthwaite Ave, Kendal LA9 7NZ. Open all year round except Christmas If you attend a drop in or meet up with other childminders across the Liverpool City Region and Beyond area, please let us know so we can advertise, allowing local childminder colleagues to attend, join in and network. ​ WELLCOMM BAGS If you are a Liverpool Childminder and wish to borrow a Wellcomm bag to use with your children, email the sph email as we can support you and loan a Wellcomm bag to you for a period of time. CHILDMINDER NETWORK RESOURCE BAGS Each bag of carefully selected items will be a welcome addition to your setting which in turn supports your children’s development. Each resource bag is designed to be used individually and with a group of childminder colleagues and shared as a lending library. Also included will be Outdoor and Nature, Habitats and Musicical Instruments bags. If you would like to access these resources, email us on our sph email address. ​ Don’t forget to access information from our national Stronger Practice website. ​ Liverpool City Region and Beyond Early Years Stronger Practice Hub | Stronger Practice Hubs​ Here you will find information about our podcasts as well as blogs and training sessions. ​ ​ ​ ​ Strategic Partners ​Stronger Practice Hub Privacy Notice

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 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 Watch this space for future events Learn More Programmes Communication, language and literacy programmes Learn More Blogs Learn More Childminders Free advice, support and training for childminders Learn More EYPDP The Early Years Professional Development Programme Learn More Newsletters Providing practical information from educators across the Liverpool City Region Learn More Recruitment Recruitment opportunities at the Liverpool City Region Stronger Practice Hub. Learn More Documents ​ Hubs working with the Education Endowment Foundation 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. Email: SpHubNW@evertoncentre.liverpool.sch.uk Strategic Partners ​Stronger Practice Hub Privacy Notice

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 Childminders The hub offers free advice, support and training to childminders across Liverpool City Region and Beyond. We are aiming to set up Peer to Peer Childminder Support and Play Sessions for Children. Please join our mailing list to be kept informed of future events and launches, newsletters and availability for training dates and drop-in sessions. If you would like to be involved or have suggestions, please let us know. ​ ​ CHILDMINDER DROP IN Every Monday 9.30-11.30a.m. at Deysbrook Community Centre, Liverpool, L12 4XF. Every Wednesday 9.30-11.30a.m., term time, St Hilda's Church Hall, Hunts Cross, Stuart Avenue, Liverpool, L25 0NG Every Thursday 9.30 to 11.30am. Beck Community Centre 20 Esthwaite Ave, Kendal LA9 7NZ. Open all year round except Christmas Every Friday 9.30-11.00a.m. at Everton Nursery School and Family Centre, Spencer Street, Liverpool, L6 2WF. If you attend a drop in or meet up with other childminders across the Liverpool City Region and Beyond area, please let us know so we can advertise, allowing local childminder colleagues to attend, join in and network. ​ HANEN LEARNING LANGUAGE and Loving It Programme – in development for Childminders If you are in Liverpool or Sefton (our Home area), we are looking for upto 12 childminders to work with ourselves and Communicate, to take part in the bespoke programme for childminders. If you are interested, please email sphubnw@evertoncentre.liverpool.sch.uk ​ WELLCOMM BAGS If you are a Liverpool Childminder and wish to borrow a Wellcomm bag to use with your children, email the sph email as we can support you and loan a Wellcomm bag to you for a period of time. ​ CHILDMINDER RESOURCE BAGS Calling all SPH Network Members….. FREE Resource bags coming soon, funded by the SPH this is a fantastic opportunity for Childminders. Each bag of carefully selected items will be a welcome addition to your setting which in turn supports your children’s development. Each resource bag is designed to be used individually, with a group of childminder colleagues and shared as a lending library. In the next few weeks you can apply for resources that cover Communication and Language, Early Maths and Story Comprehension including a selection of various quality Story Sacks. Also included will be Outdoor and Nature, Habitats and Musicical Instruments bags. Look out for the launch coming the end of April/early May depending on your location within Liverpool City Region and Beyond Early Years Stronger Practice Hub…. Strategic Partners ​Stronger Practice Hub Privacy Notice

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 ENGAGING GROWTH WITH ‘THE GARDEN CLASSROOM’ By Tracie Dowling My name is Tracie Dowling, I have worked in childcare for over 30 years. I’m an OFSTED Registered Childminder, Mentor for the Department of Education , Northwest Childminder Representative and Childminding Network Co-ordinator, PEEP Facilitator and Childminder Employer based in Liverpool. I employ an amazing assistant, Debbie and together we care for eight children under the age of five years. Throughout my career as a Registered Childminder, I have incorporated holistic learning into my practices. Over the years this has evolved, and I refer to my way of teaching as ‘The Garden Classroom’ which you can read about on my blog . Although this way of learning is primarily outdoors, the learning is year-long and therefore I have created ways of learning no matter the season. The Garden Classroom practices always incorporate the three prime areas of the Early Years Foundation Stage (EYFS) and the Characteristics of Effective Teaching and Learning. Read on to learn how I weave these key components into outdoor play. OUTDOOR LEARNING The Garden Classroom is a space where children can learn and grow, connecting to nature and the world around them. Outdoor exploration not only connects toddlers and babies with the seasons and everchanging weather, but also promotes physical activity, a sense of wonder, and an appreciation for the natural environment. Providing gardening activities for my children has proven to be great way to engage them with hands-on learning, including growing food from seed to plate, food sensory education , pond-dipping and lifecycles, and practicing sustainability through composting and recycling. The children learn vital skills such as adaptability and resilience by witnessing their environment going through the cycles. This helps them understand the concept of change and builds resilience in the face of transitions. In one area of our garden, we have a pet cemetery. Here, we have buried our family pets and other creatures who have come and gone. This space allows us to teach the children about the life-death cycle and accept change. Similarly, every year we experience frogspawn, giving us the opportunity to learn about birth and growth as we watch their little tails shrink and their legs grow. To support the children’s cognitive skills, we provide activities to observe and understand nature through investigation. The children’s favourite activities at the moment are pond dipping and growing and harvesting flowers, fruit, and vegetables. Some of the learning objectives within these activities are linked to lifecycles, categorising, comparison and pattern recognition in nature. Supporting the children to experience the wonders of changing seasons has a positive effect on their emotional well-being, mine, and Debbie’s too! The children take naps outside and participate in meditation while the birds are singing away. These activities provide opportunities for relaxation and promote a sense of calm and happiness. It is proven that spending time in nature has mental health benefits as well as emotional and physical benefits . SEASONAL LEARNING Every season and even every different day outdoors, brings a new set of sensory stimulation by exploring the sights, textures, aromas, even the noises of the natural world. The experiences are endless. The children love finding the strawberries and munching away, and there is no better taste than a sun-ripened cherry tomato, if they leave me any! Unfolding the characteristics of seasonal vocabulary during our activities also contributes to early language and provides children with the skills to articulate their observations and experiences. Whether its playing in the muddy puddles, counting the frogs or learning to sow seeds, the language opportunities are endless. The seasons are also a lovely way to promote cultural celebrations and traditions. We love the harvest festival where we like to gather our produce and share with our families, or Diwali where we cover the garden with lights and have a magical Diwali feast. There are many ways to weave cultural traditions into your very own Garden Classroom. “Lovely to watch her be so interested in how it grows. How she cares for it, and that she’s happy with the end result, we’ve even started growing our own strawberries and sunflowers at home” – Elsie’s Mum. By incorporating a Garden Classroom into your setting, your children can foster environmental awareness, develop a sense of responsibility and appreciation of the natural world, which in turn lays the groundwork for their future environmental consciousness. Seasonal changes spark natural curiosity and wonder within the children, giving them the opportunity for questioning and exploration, cultivating a mindset of inquiry and lifelong learning. The Education Endowment Foundation (EEF) The Early Years Toolkit brings together the best available evidence on key areas of learning and development. It can support all childminders when making decisions on how to improve learning outcomes. Physical development approaches | EEF educationendowmentfoundation.org.uk) Other research Useful resource: Garden activities for September :: The Garden Classroom - NurtureStore The Edible Garden – Alys Fowler (book and BBC Series 2010) Strategic Partners ​Stronger Practice Hub Privacy Notice

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 Early Years Professional Development Programme Early Years Professional Development Programme (EYDP) https://www.earlyyearspdp.com/ I cannot recommend the Early Years Professional Development Programme enough to any early years practitioner whether they are new to the sector or have many years of experience. Being able to adapt ideas from the training and talking to colleagues on the webinar has been invaluable. Understanding children’s depth of knowledge in Early Maths has allowed me to enhance activities allowing me to see the immediate, positive impact on their learning. Ten simple hints and tips could make any setting become “language rich” and the ability to spot and fix communication “cold spots” personally I am so glad I signed up. ​ June Cargill Ofsted Registered Outstanding Childminder Strategic Partners ​Stronger Practice Hub Privacy Notice

30 Saat İngiltere'deki 3 ila 4 yaşındakilerin tümü şimdiden haftada 15 saat veya yılda 570 saat ücretsiz erken eğitim alıyor. Eylül 2017'den itibaren 3 ve 4 yaşındaki bazı çocuklar haftada 30 saat veya yılda 1140 saat ücretsiz erken eğitim/çocuk bakımı hakkına sahip olacak. ​ Çocuğunuzun 3. yaşını takip eden dönemden zorunlu eğitim çağına gelene kadar talepte bulunabileceksiniz. ​ uygunluk Uygunluğunuz şunlara bağlıdır: eğer çalışıyorsan geliriniz (ve varsa eşinizin geliri) çocuğunuzun yaşı ve koşulları göçmenlik durumunuz Universal Credit, vergi kredileri, çocuk bakımı kuponları veya Tax-Free Childcare talep ederken aynı zamanda 30 saat ücretsiz çocuk bakımı alabilirsiniz. ​ eğer çalışıyorsan ​ Siz (ve varsa eşiniz) aşağıdaki durumlarda genellikle 30 saat ücretsiz çocuk bakımı alabilirsiniz: işte hastalık izninde veya yıllık izinde paylaşılan ebeveynlik, doğum, babalık veya evlat edinme izninde 3 ila 4 yaşındaki bir çocuk için evlat edinme iznindeyseniz, 30 saatlik ücretsiz çocuk bakımı için ilk başvurduğunuz tarihten itibaren 31 gün içinde işe dönmeniz gerekir. Çalışma düzeniniz koronavirüs (COVID-19) nedeniyle değiştiyse, yine de 30 saat ücretsiz çocuk bakımı alabilirsiniz. ​ Şu anda çalışmıyorsanız ​ ​Eşiniz çalışıyorsa ve İş Göremezlik Ödeneği, Ağır Sakatlık Ödeneği, Bakıcı Ödeneği veya katkıya dayalı İstihdam ve Destek Ödeneği alıyorsanız, yine de hak sahibi olabilirsiniz. Önümüzdeki 31 gün içinde işe başlıyorsanız veya yeniden başlıyorsanız başvurabilirsiniz. ​ 30 saat ücretsiz çocuk bakımı başvurusu Tek bir çevrimiçi çocuk bakımı hizmeti başvurusunda 30 saat ücretsiz çocuk bakımı başvurusunda bulunabilirsiniz. www.childcare-support.tax.service.gov.uk 30 saatlik yerinizi güvence altına almak 30 saat ücretsiz çocuk bakımı için uygun olabileceğinizi düşünüyorsanız, lütfen mümkün olan en kısa sürede bize bildirin. Daha fazla bilgi için ziyaret edin:www.childcare-support.tax.service.gov.uk GOV.UK - Devlet hizmetleri ve bilgilerinin bulunabileceği yer.

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Ahenk içinde Blogs Lost Words Harmony'de Liverpool, Venezuela'daki El Sistema'dan ilham alıyor ve Everton'daki çocukların ve gençlerin sağlığını, eğitimini ve isteklerini iyileştirmek için orkestral müzik yapımını kullanıyor. 2009 yılında 84 çocuklu Faith İlköğretim Okulu'nda kurulan In Harmony Liverpool, 0-18 yaş arası 700'den fazla çocuk ve gencin ve ailelerinin her hafta en yüksek kalitede orkestra müzik yapımında ücretsiz olarak yer alması için genişledi. okul içinde ve dışında. Müzik yapımı Faith İlköğretim Okulu, The Beacon CE İlköğretim Okulu, Everton Anaokulu ve Aile Merkezi, All Saints Katolik İlkokulu, Anfield Çocuk Merkezi ve West Everton'daki prova merkezimiz olan Liverpool Philharmonic at the Friary'de gerçekleştirilmektedir._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.