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Family Hubs Home | Help and Advice | Family Activities | Splash Pool 1/5 Οικογενειακές Δραστηριότητες Splash Pool Sessions Available to under 5's Wednesday and Thursday session times 9.45am - 10.45am, 11.15am - 12.15pm, 1.15pm - 2.15pm . Cost £4.00 per adult Please contact reception to book your place Call: 0151 233 1969 Family Hubs Home | Help and Advice | Family Activities | Splash Pool

The benefits of outdoor play Liverpool City Region and Beyond Early Years Stronger Practice Hub Hub Home Events Newsletters Blogs Programmes Documents Subscribe Childminders Recruitment The benefits of outdoor play How childminders use outdoor spaces to enhance children’s learning outcomes. By Tracie Dowling ‘My greatest childhood memories are of playing outdoors. Running around, climbing trees, playing in my treehouse, making mud pies, using my mum’s roses to make perfume (not always fragrant!) and inventing new games that kept me, and my brother occupied for hours – these are all things that contribute to a happy, healthy upbringing’ Introduction My name is Tracie Dowling, and I have been an OFSTED Registered Childminder for over 33 years and a Strategic Partner of Liverpool City Region and Beyond Early Years Stronger Practice Hub. One of my roles has been to support the Deysbrook Childminder Network at the Village Community Centre in West Derby, Liverpool. https://www.evertonnurseryschoolandfamilycentre.org/childminders Not all childminders are lucky enough to have a large outdoor space attached to their setting; however, this does not prevent them from ensuring the children access quality outdoor learning opportunities. The childminders at Deysbrook meet up once a week at the drop-in session and have access to a community garden where they can grow produce, exercise and access activities. They also regularly organise to meet up at the local allotment, parks, farm, forest, zoo and beaches. ‘The Early Years Foundation Stage states that ‘children benefit from spending as much time outside as possible. This makes a significant contribution to the progress they make particularly in their personal, emotional, social and physical development’ Benefits of outdoor learning opportunities Having the opportunity to learn outdoors can be a holistic and essential approach to education, offering a multitude of benefits beyond the traditional educational setting. Here are some of the ways the childminders take advantages of outdoor learning opportunities: Enhanced Physical Development: The childminders regularly take the children to the local forest to experience the natural outdoor spaces which are uneven and inconsistent (logs, trees, pathways) and therefore improve children's balance, coordination, agility and encourage movement in ways that improve their muscles, bones and physical endurance. Cognitive Development: The openair environment of the local park provides opportunities for exploration (plants, wildlife, habitats) problem-solving (how to cross a big puddle?), critical thinking (how to make a den using found objects), decision-making and building essential skills like spatial awareness and adaptability. The children engage in activities such as den building, learning to look after the environment, and exploring nature. Communication and Language Skills: Collaboration between the childminders and peers significantly boosts communication and language development. This provides a natural, engaging environment to practice language, explore new vocabulary and develop social skills. By providing the children with Imaginative play opportunities, exploring the natural world, and interaction with peers all contribute to language acquisition and communication skills which is evident by the children expressing thoughts, asking questions and listening to their childminder and peers. While in the outdoor area the children listen to natural sounds and explore other sensory experiences (e.g., the rustling of leaves, the feel of mud and sand) this broadens and enhanced language development by using words such as squidgy, squelchy, scrunching. Personal, Social, and Emotional Development: When the childminders take the children on visits for instance to the beach this provides abundant opportunities for personal growth and social development. The children learn to manage risks, (being close to water/climbing on slippery rocks/identifying and studying the jellyfish) develop self-confidence, and form positive relationships in the safety of their childminder and experiences with peers. Knowledge and Understanding of the World: Outdoor learning offers a direct relationship with nature, enabling children to explore and understand the natural world, encouraging an enduring interest in science, ecology, and caring for their environment. My personal childminding ethos and curriculum is ‘sustainability in the garden classroom’. I am privileged to have a wonderful outdoor space where I teach the children to care for their environment. We have a wormery to use up food waste and provide our plants with nutrients, water butts to recycle water and feed our fruit and vegetables, habitats for the wildlife such as frogs, bees, bugs etc. We grow plants (not always successfully) using different methods such as hydroponically, using recycled materials and no dig raised beds. We welcome childminders and our community family to share our environment, where we exchange ideas’ share surplus produce and have a swap scheme for instance toys/plants/story sacks to promote positive relationships and encourage cost effective way of living. Literacy and Mathematics: Outside spaces can serve as an environment for literacy and numeracy activities. Children can count objects, (bugs, shells, sticks) write using natural materials (sand, soil, chalk, sticks) or engage in storytelling and creative writing inspired by the environment for instance using the ’anywhere farm’ story sack at the urban farm. Expressive Arts and Design: Openair environments encourage creativity and artistic expression. Children can be involved in activities such as drawing, painting, or sculpture using natural materials, (logs, sticks, shells, pinecones) furthering their artistic development. The children are very interested in using flowers and leaves to make natural prints pressing the flowers (from my garden) between two pieces of material to bring out the natural colourings. Conclusion By childminders being creative and giving children opportunities to access various outdoor environments reinforced with the Early Years Foundation Stage (EYFS) 7 areas of learning is a pathway in a child’s holistic development. The EYFS framework recognises the importance of outdoor learning, and the benefits of this approach are undeniable. By providing children with outdoor environments for physical activity, cognitive growth, social interaction, and a deep connection to nature, we nurture well-rounded children and enable them to be better prepared for the challenges of life and holistic learning. This is the collective responsibility of parents and educators to ensure that all children have access to these inspiring outdoor activities and environments that will profoundly shape their future in positive and meaningful ways. External References and Resources https://educationendowmentfoundation.org.uk/early-years/evidence-store Reference to Physical Development, Communication and Language, Literacy and Mathematics https://www.evertonnurseryschoolandfamilycentre.org/strongerpracticehub https://www.gov.uk/early-years-foundation-stage https://www.evertonnurseryschoolandfamilycentre.org/early-years-sustainable-hub https://www.forestresearch.gov.uk/research/forest-schools-impact-on-young-children-in-england-and-wales/#research-objectives The Garden Classroom https://www.youtube.com/watch?v=CHk8MmfrBTc https://www.nationaltrust.org.uk/visit/family-friendly/family-friendly-gardens 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. 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 passing reception on to the Forest School path gate in the Spencer Street visitors car park. Καλώς ήρθατε στο νηπιαγωγείο και το οικογενειακό κέντρο της Έβερτον. Εκ μέρους όλου του Προσωπικού και των Διοικητών θα ήθελα να καλωσορίσω όλα τα παιδιά και τις οικογένειές τους. Ανυπομονούμε να συνεργαστούμε μαζί σας το επόμενο ακαδημαϊκό έτος. Ο Παιδικός Σταθμός και το Παιδικό Σταθμό είναι ανοιχτά από τις 8.30 το πρωί έως τις 4 το απόγευμα. Κατά τη διάρκεια αυτής της χρονικής περιόδου μπορούν να υποστηριχθούν τηλεφωνικές κλήσεις προς τον Παιδικό Σταθμό και το Παιδικό Κέντρο. Εκτός αυτών των περιόδων τα τηλέφωνα και η ρεσεψιόν δεν είναι στελεχωμένα. Αν θέλετε να αναφέρετε την απουσία ενός παιδιού, χρησιμοποιήστε το ParentMail ή αφήστε ένα μήνυμα στον αυτόματο τηλεφωνητή. Από τον Σεπτέμβριο του 2022 , σημειώστε ότι οι χώροι αναμονής για τα μαθήματα είναι μέσω δύο διαφορετικών εισόδων. Οι γονείς καλούνται να περιμένουν στους καθορισμένους χώρους για την κοινωνικά αποστασιοποιημένη τάξη του παιδιού τους. Τα παιδιά της τάξης Spencer πρέπει να περιμένουν στο χώρο στάθμευσης αυτοκινήτων του προσωπικού με τους γονείς τους στην Spencer Street. Τα παιδιά Cresswell και Heyworth πρέπει να περιμένουν στην περιοχή αναμονής στο πίσω μέρος του σχολείου/κέντρου στην οποία έχουν πρόσβαση μέσω της πύλης μονοπατιού του Forest School από το χώρο στάθμευσης επισκεπτών της Spencer Street. Η πύλη εισόδου/εξόδου της Cresswell Street δεν θα ανοίγει κατά την είσοδο και έξοδο των παιδιών από τις εγκαταστάσεις. Το προσωπικό θα σας υποστηρίξει κατά την είσοδο/έξοδο από το σχολείο/κέντρο στην αρχή/το τέλος της ημέρας σχολικές ώρες. Παρκάρετε μακριά από τις πύλες του σχολείου (και όχι στις κίτρινες γραμμές ζιγκ ζαγκ χωρίς στάθμευση) ή χρησιμοποιήστε το χώρο στάθμευσης επισκεπτών στις εγκαταστάσεις ή σταθμεύστε μακριά από την οδό Spencer ή Cresswell και περπατήστε μέχρι τις εισόδους της σχολικής πύλης για να προστατεύσετε όλα τα παιδιά._cc781905 -5cde-3194-bb3b-136bad5cf58d_ Οι ώρες των μαθημάτων έχουν ως εξής: Μαθήματα Cresswell: 09:00 έναρξη και 15:00 λήξη Δευτέρα, Τρίτη, Πέμπτη και Παρασκευή. Την Τετάρτη το πρωί το μάθημα Cresswell ξεκινά στις 9.00 π.μ. και τελειώνει στις 12.00 το μεσημέρι. και το απογευματινό μάθημα Cresswell ξεκινά στις 12.15 με 3.15 μ.μ. της Τετάρτης. Spencer 1 και 2 Τάξεις: 9.00 π.μ. έναρξη και 3.00 μ.μ. λήξη Δευτέρα, Τρίτη, Πέμπτη και Παρασκευή. Την Τετάρτη το πρωί τα μαθήματα Spencer ξεκινούν στις 9.00 π.μ. και τελειώνουν στις 12.00 το μεσημέρι. και τα απογευματινά μαθήματα Spencer ξεκινούν από τις 12.15 έως τις 15.15 την Τετάρτη. Το μάθημα Spencer 3 Center for Nurture ξεκινά στις 9 π.μ. και τελειώνει στις 3 μ.μ. στην είσοδο/έξοδο της οδού Spencer. Τα μαθήματα Heyworth ξεκινούν στις 9 π.μ. και έχουν πρόσβαση από τον χώρο αναμονής στο πίσω μέρος του σχολείου/κέντρου και τελειώνουν στις 3 μ.μ. τη Δευτέρα, την Τρίτη, την Πέμπτη και την Παρασκευή ή στις 12 το μεσημέρι, εάν έχετε πρωινό. Την Τετάρτη το πρωί τα μαθήματα Heyworth ξεκινούν στις 9.00 π.μ. και τελειώνουν στις 12.00 το μεσημέρι. και τα απογευματινά μαθήματα Heyworth ξεκινούν από τις 12.15 μ.μ. έως τις 3.15 μ.μ. την Τετάρτη. Οι θέσεις με πληρωμή έχουν 8 π.μ. έως 1 μ.μ. ή 1 μ.μ. έως 17:15 ώρες έναρξης και λήξης. Το Πρωινό μας πραγματοποιείται στην αίθουσα του σχολείου από τις 8 π.μ. Περιμένετε στις διπλές πόρτες κοντά στην κουζίνα του σχολείου στην οδό Spencer και ένα μέλος του προσωπικού θα λάβει/απολύσει το παιδί σας από τις διπλές πόρτες. Η προμήθεια για μετά το σχολείο είναι επίσης στην αίθουσα του σχολείου. Τα παιδιά πρέπει να παραληφθούν από την παροχή Μετά το σχολείο το αργότερο έως τις 5.15 μ.μ. Εάν οι γονείς/φροντιστές καθυστερήσουν να παραλάβουν το παιδί/τα παιδιά τους από το Μετά το σχολείο ή την κύρια σχολική ημέρα, υπάρχει χρέωση 5 £ ανά ώρα. Κανένα παιδί δεν πρέπει να εγκαταλείψει τις συνεδρίες του νηπιαγωγείου νωρίς, εκτός εάν έχει ένα ιατρικό ραντεβού με αποδεικτικά στοιχεία για το ραντεβού. Η νηπιαγωγεία χρηματοδοτείται για 15 ώρες για παιδιά 2 ετών και για παιδιά 3 και 4 ετών και 30 ώρες για παιδιά 3 και 4 ετών για γονείς που εργάζονται. Απαιτείται πλήρης παρουσία και ακρίβεια σε όλες τις συνεδρίες. Η κακή παρουσία και η ακρίβεια θα αμφισβητηθούν (όπως απαιτείται από την Τοπική Αρχή) και θα μπορούσαν να επηρεάσουν τη θέση του παιδιού σας._cc781905-5cde-3194-bb3b-136bad_5cf5 Προς το παρόν, οι επισκέψεις στο Νηπιαγωγείο μας γίνονται μόνο κατόπιν ραντεβού. Στο μεταξύ, δείτε παρακάτω εικονικές περιηγήσεις στα περιβάλλοντα μάθησης στην τάξη μας. Heyworth είναι τα μαθήματά μας 2-3 ετών και οι Cresswell και Spencer είναι οι τάξεις μας για παιδιά 3-4 ετών. Τέλος, παρακαλούμε ΜΗΝ μπαίνετε στον ιστότοπο του νηπιαγωγείου ή του Παιδικού Κέντρου εάν θεωρείτε ότι έχετε τα συμπτώματα του κοροναϊού. Εάν έχετε οποιεσδήποτε ερωτήσεις ή απορίες, επικοινωνήστε μαζί μου στο evertonnsfc@evertoncentre.liverpool.sch.uk Με εκτίμηση L. Curtis Dr. Lesley Curtis OBE Διευθυντής/Υπεύθυνος Κέντρου Breakfast and After School provision: 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 Πράγματα που πρέπει να κάνετε σήμερα Load More

Πριμοδότηση μαθητών πρωτοετών (ΕΥΠΠ) Early Years Puil Premium στο Everton Nursey School and Family Center Από τον Απρίλιο του 2015, το νηπιαγωγείο της Έβερτον και το Family Center μπόρεσαν να διεκδικήσουν πρόσθετη χρηματοδότηση μέσω του Early Years Puil Premium (EYPP) με στόχο να υποστηρίξουν και να εμπλουτίσουν την ανάπτυξη, τη μάθηση και τη φροντίδα των παιδιών. Το EYPP έχει παράσχει σε όλα τα επιλέξιμα παιδιά του Νηπιαγωγείου πρόσθετη χρηματοδότηση για να μπορέσει ο Νηπιαγωγείο και το Οικογενειακό Κέντρο της Έβερτον να μειώσουν την εκπαιδευτική διαφορά. Το EYPP παρέχει επιπλέον 53 πένες ανά ώρα για όλα τα επιλέξιμα παιδιά τριών και τεσσάρων ετών των οποίων οι γονείς λαμβάνουν ορισμένα επιδόματα ή τα οποία ήταν επίσημα υπό φροντίδα τοπικής αυτοδιοίκησης αλλά που εγκατέλειψαν τη φροντίδα επειδή υιοθετήθηκαν ή υπόκεινται σε ειδική κηδεμονία ή παραγγελία ρύθμισης παιδιού. Ο στόχος είναι ότι το νηπιαγωγείο και το οικογενειακό κέντρο της Έβερτον θα λαμβάνουν 302 £ ετησίως (περίπου 111,30 £ για δύο περιόδους και 79,40 £ για την τελευταία περίοδο, εάν το παιδί είναι ακόμα στο σχολείο) μέσω της Τοπικής Αρχής για κάθε παιδί που έχει πρόσβαση στα πλήρη 570 ωρών χρηματοδοτούμενο δικαίωμα για προσχολική εκπαίδευση. Λόγω των συστημάτων τοπικής αυτοδιοίκησης για την επικοινωνία της καταλληλότητας, εμείς ως νηπιαγωγείο (σε σύγκριση με ένα Δημοτικό Σχολείο) συχνά δεν μπορούμε να έχουμε πρόσβαση σε σαφείς πληροφορίες σχετικά με ορισμένα από τα παιδιά που είναι επιλέξιμα για Πριμοδότηση Μαθητή Πρωτοχρονιάς (EYPP) έως ότου τα παιδιά μεταβούν στο επόμενο setting. Αυτό δημιουργεί πρόσθετες οικονομικές επιπτώσεις για το νηπιαγωγείο της Έβερτον και το Οικογενειακό Κέντρο που αναπτύσσουν ένα σύστημα επιλεξιμότητας από το Φθινοπωρινό Εξάμηνο χρησιμοποιώντας τα δεδομένα Δωρεάν Σχολικών Γευμάτων._cc781905-5cde-3195_bcsing- Τα δεδομένα παρέχουν ένα αρχικό οικονομικό σχέδιο για την κάλυψη των αναγκών των παιδιών που προσδιορίζονται. Διαφορετικά, δουλεύουμε πάντα έναν όρο, μερικές φορές δύο μήνες πίσω, χρησιμοποιώντας τον υπολογισμό επιλεξιμότητας LA EYPP. Κατανομές πριμοδότησης μαθητών πρώτων ετών για το νηπιαγωγείο της Έβερτον και το οικογενειακό κέντρο: Spring 19 = £3357.48, Summer 19 = £3100.50, Autumn 19 = £4897.20 TOTAL=£11355.18 Τα κύρια εμπόδια στη μάθηση που αντιμετωπίζουν τα παιδιά που πληρούν τα κριτήρια για το EYPP στο νηπιαγωγείο και το οικογενειακό κέντρο της Έβερτον είναι οι δυσκολίες ομιλίας, γλώσσας και επικοινωνίας καθώς και η αυτοπεποίθηση και η αυτοεκτίμηση. Αυτά τα εμπόδια έχουν εντοπιστεί από τους ηγέτες του νηπιαγωγείου μέσω της ολοκλήρωσης των βασικών αξιολογήσεων κατά την εισαγωγή. Αυτή η στρατηγική για την αντιμετώπιση των κύριων φραγμών συνεχίζεται όπως και τα προηγούμενα χρόνια, καθώς θεωρούμε ως νηπιαγωγείο ότι αυτά έχουν τον μεγαλύτερο αντίκτυπο για τα αναγνωρισμένα παιδιά για την υποστήριξη της «σχολικής τους ετοιμότητας». Το πρώτο πρόγραμμα παρέμβασης που χρησιμοποιούμε μέσω της χρηματοδότησης της ΕΥΠΠ είναι το WellComm. Ο αντίκτυπος του προγράμματος παρέμβασης WellComm στο Everton Nursery School and Family Center δείχνει ότι το πρόγραμμα υποστηρίζει θετικά αποτελέσματα για παιδιά με εντοπισμένες δυσκολίες ομιλίας και γλώσσας. Ως νηπιαγωγείο αναθέτουμε μια ομιλία και τη γλώσσα θεραπευτής να εργαστεί ατομικά και σε μικρές ομαδικές συνεδρίες λογοθεραπείας με όλα τα επιλέξιμα παιδιά EYPP που έχουν προσδιορισμένη ανάγκη ομιλίας, γλώσσας και επικοινωνίας. Ο αντίκτυπος αυτής της εργασίας μετριέται μέσω της χρήσης του εργαλείου αξιολόγησης ομιλίας και γλώσσας WellComm με συνοπτικές αναφορές που τεκμηριώνουν την πρόοδο που σημειώθηκε και τα επόμενα βήματα που παρέχονται τόσο στο σχολείο SENDCO όσο και στους γονείς/φροντιστές του παιδιού. Τα άλλα προγράμματα παρέμβασης του EYPP περιλαμβάνουν τη σύνδεση με τους μουσικούς μας In Harmony, την ξυλουργική, τη γιόγκα και την παροχή πρόσθετων εκπαιδευτικών επισκέψεων για την υποστήριξη της αυτοεκτίμησης και της αυτοπεποίθησης: Οι μουσικοί της Φιλαρμονικής του Λίβερπουλ συνεργάζονται με μικρές ομάδες παιδιών που πληρούν τις προϋποθέσεις για την EYPP στο πλαίσιο του ευρύτερου προγράμματος «In Harmony» στο οποίο συμμετείχαν το νηπιαγωγείο του Everton και το Family Center. Ένας ξυλουργός και δάσκαλος γιόγκα από το ACF Design συνεργάζεται με αναγνωρισμένα παιδιά της EYPP σε ατομική βάση στην ξυλουργική και μικρές ομάδες στη γιόγκα με στόχο να αναπτύξει την επικοινωνία και τη γλώσσα των παιδιών και την αυτοπεποίθηση και την εκτίμησή τους μέσω της ξυλουργικής και της γιόγκα._cc781905 -5cde-3194-bb3b-136bad5cf58d_ Το προσωπικό του νηπιαγωγείου χρησιμοποιεί το σχολικό μίνι λεωφορείο για εκπαιδευτικές επισκέψεις για να επεκτείνει περαιτέρω τη γλώσσα των παιδιών της ΕΥΠΠ, τη φυσική περιέργεια και τη γνώση για το τοπικό τους περιβάλλον μέσω επισκέψεων στο τοπικό πάρκο, τα μουσεία και τη βιβλιοθήκη. Παρακαλούμε δείτε παρακάτω για τη στρατηγική του σχολείου για το Premium μαθητών για τα πρώτα χρόνια για το 2018 – 2020. EYPP Everton Statement 25-26

Climate action planning Σε αρμονία Climate action Dfe Strategy Climate Action Planning 1. GETTING STARTED 2. Blank Climate action planning template 3. An example of an action plan using the 3 pillars of sustainability 4. An example of an action plan using place based alearning approach Climate Action Training 1. CAP from audit exemplar 1 column logo 2. CAP from audit exemplar 1 columns blank 3. CAP from audit exemplar 3 columns 4. CAP from audit exemplar blank 3 columns 5. Climate Action Plan Audit 2026 Home | Climate Action Strategy | Case Studies | Curriculum Resources | Blog and Video Logs

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. Οικογενειακές Δραστηριότητες Staff at Everton Nursery School and Family Centre have produced a 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. Click here for our Order Form. Resources Booklet

Liverpool City Region and Beyond Early Years Stronger Practice Hub Hub Home Events Newsletters Blogs Programmes Documents Subscribe Childminders Recruitment NELI Preschool 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. What is NELI Preschool? The Nuffield Early Language Intervention for Nursery (NELI Preschool) combines elements of two successful existing interventions: NELI-R and Parent and Children Together (PACT). NELI Preschool is an enrichment programme, delivered to the whole class, with additional targeted support for children with weaker oral language. The programme is designed for 3 and 4 year olds and runs over 20 weeks. It involves scripted interventions, focusing on dialogic reading, teaching vocabulary, listening and narrative skills. In Reception year, the NELI-R programme follows on and develops children’s phonological awareness and letter sound knowledge. Reading is at the heart of NELI Preschool. The programme is crafted around 20 high-quality, engaging books, including traditional tales, non-fiction and fiction. Ideas are often expanded into language-rich and engaging continuous provision and can become a solid basis for a book-focused sequenced and progressive curriculum. Why did we adopt NELI Preschool? Our school’s top priority had been improving children’s outcomes in communication and language. This became even more pressing following the Covid pandemic. We had devised a strategy for professional development to improve practitioner expertise within the language-rich learning environment. We had already adopted a range of interventions and approaches to assess and support our children’s listening and attention, comprehension and speaking skills. We wanted to build upon our existing approach and to further develop our curriculum to incorporate books and the direct teaching of new vocabulary. The NELI Preschool programme was the ideal complement to our existing provision and offered opportunities for professional development for the whole staff team. The power of NELI Preschool is that it is a whole-school intervention, a universal model. All children explore the same high-quality text, learn the same new words and their meanings and engage in the same learning activities that deepen their conceptual understanding. How does NELI Preschool work? Our whole staff team were very well supported in our preparation phase. We received handbooks, resources, flashcards, training and mentor support. Children were then assessed through an app called ‘Language Screen’, which identifies children needing most support with their language skills. This informs the groupings of children who will receive further support in small groups 3 times per week, and those who will benefit from short individual sessions. There are three elements of the programme: whole-class sessions delivered by a trained practitioner five times a week; targeted intervention in small groups for children with the weakest language skills and weekly individual sessions as a further opportunity to revisit learning. The NELI Preschool structure operates over a five-day cycle, in daily 15-20 minute sessions. The first day involves sharing the book of the week with the whole class. The remaining four days focus on a ‘Special Word’ from the shared text, with interactive learning activities designed to explore the new word and linked concepts in greater detail. The programme is supported by digital resources for the Interactive Whiteboard and scripted handbooks to support the delivery of the sessions. The Education Endowment Foundation (EEF) is funding a project to further understand delivery of the programme in PVI settings, with interested settings able to register now to take part. In addition, EEF in collaboration with the Department for Education’s Stronger Practice Hubs, are exploring funding a larger trial in 2024 with both state-maintained and PVI settings. What to do if you would like more information about NELI Preschool, or supporting the language and literacy development of children in your setting If you would like to develop your skills or further your knowledge in early language or literacy development for children in your setting, why not explore: The support available through your local Early Years Stronger Practice Hub, which is detailed here . The EEF Evidence Store gives accessible evidence-based information on approaches that practitioners can use when supporting communication and language development, and early literacy . The NELI website can be accessed here. Strategic Partners Stronger Practice Hub Privacy Notice

Early Years Sustainable Hub Σε αρμονία Search Mail Email: sphubnw@evertoncentre.liverpool.sch.uk Το In Harmony Liverpool εμπνέεται από το El Sistema της Βενεζουέλας και χρησιμοποιεί ορχηστρική μουσική για να βελτιώσει την υγεία, την εκπαίδευση και τις φιλοδοξίες των παιδιών και των νέων στο Έβερτον. Ιδρύθηκε το 2009 στο Faith Primary School με 84 παιδιά, το In Harmony Liverpool επεκτάθηκε έτσι ώστε περισσότερα από 700 παιδιά και νέοι ηλικίας 0-18 ετών και οι οικογένειές τους να συμμετέχουν πλέον στη δημιουργία ορχηστρικής μουσικής υψηλής ποιότητας κάθε εβδομάδα, δωρεάν, εντός και εκτός σχολείου. Η δημιουργία μουσικής πραγματοποιείται στο Faith Primary School, στο The Beacon CE Primary School, στο Everton Nursery School and Family Centre, στο All Saints Catholic Primary School, στο Anfield Children's Center και στη Φιλαρμονική του Λίβερπουλ στο Friary, το κέντρο προβών μας στο West Everton._cc781905-5cde- 3194-bb3b-136bad5cf58d_ Featured Resources UNESCO Sustainable Development Goals Early Years Sustainable Resource External Links Taking action to protect our planet can start at any age. Eco-Schools designed specifically for the littlest of learners and nursery practitioners Eco-Schools National Trust Find natural play areas, go exploring on buggy-friendly paths and spot lots of wildlife along the way with The National Trusts pick of gardens that the whole family can enjoy Count Your Carbon is the nation’s first free, full scope carbon emissions calculator built for – and in collaboration with – nurseries, schools, and colleges. Count Your Carbon Home | Climate Action Strategy | Case Studies | Curriculum Resources | Blog and Video Logs

Liverpool City Region and Beyond Early Years Stronger Practice Hub Hub Home Events Newsletters Blogs Programmes Documents Subscribe Childminders Recruitment Exploring Understanding the world By Michelle Bennett. (Childminder) My Name is Michelle Bennett and I am an OFSTED Registered, outstanding childminder which I have undertaken for eleven years. I am based in the Morecambe area of Lancashire and one of the Lancashire leads for childminders in my area. I am the childminding representative for the Morecambe Bay curriculum and have worked previously in numerous Nurseries and as a teaching assistant in a local primary school. I am very passionate about the work we all do, as we are, in my opinion, very lucky to support education. We develop the young people that come to us, with their learning and understanding of the world that we live in. I believe that our actions will enable and encourage their knowledge for learning of the prime areas and specific area of learning: Communication and language, Physical development, Personal, social and emotional development Literacy, Mathematics, Understanding the world and Expressive arts and design I am passionate about the freedom of childminding, and creating awe and wonder every day. For me play is so important in so many ways as this supports children to learn and develop and as a childminder I can plan for the children’s interests as individuals. In this blog I will share with you how the children gained knowledge of the circus theme and scarecrows and increased their vocabulary from a visit to a local village. What did our children find on the visit to a local themed experience? Our visit was to the annual Wray scarecrow display. This is the oldest running scarecrow display in the UK, since 1992 and is run by a committee of local people from the village of Wray, Lancashire. The display of scarecrows has a different theme each year, and most of the local community of Wray will make a scarecrow for this event. The children that come to me, on the week leading up to the visit did talk about the theme and what they knew about scarecrows and the theme. This year the theme was circus. We had numerous conversations between myself and the children, as well as conversations between child to child, and the topic of the conversations they were having was about what type of activities / acts that you would see in a circus? The vocabulary included: strong man, jugglers, tightrope walkers, acrobats, clowns. Where do the circus people live? What nationality or country do the circus people come from? What is a circus tent made from? How are the scarecrows at Wray made? Who makes them? Why do they make them? Who chooses the theme and what scarecrow they would make if they lived in Wray? The day of the visit to Wray…. We were armed with cameras for the children to take photos of what they wanted to. As we were going around Wray there was lots of conversations of what the children could see, what they like and why they liked the scarecrows and displays. We spoke about favourite colours, the different sizes of scarecrows, the role of the scarecrow made and what their role is in a circus theme. The children spoke with local people and asked why they had made their scarecrow and what was the reason for the ones they made. Two of the children that were present had come the last three years with me, and they could remember the last year’s theme (which was magic) and spoke about that, with the current children. They spoke about the previous children that had come on the previous visits and what they liked and where they were now. While we were having our lunch, the children had conversations between themselves, about which scarecrows were their favourite and why they were. When we return back home, this continued the theme and children decided to demonstrate Circus skills, drawings, role play games and ask numerous questions. The following week after the visit…. The week after we had visited Wray, the children were keen to make some scarecrows, so we made smaller ones and a big one, using sticks and decorated them using the fantastic box of crafts I won after attending the recent Stronger Practice Hub conference, which all the children loved using these crafts. The scarecrows where then placed around the garden and the children made their own pretend village scarecrow display. The children began role playing at being the local people of their pretend village. We also dressed up as scarecrows with a circus theme with items we purchased from local charity shops. When we purchased these items of clothing from the charity shops, we talked about what charity shops do, the reason behind the purpose of the shop. Why local people donate and buy from them, and about sustainability and my children have really been understanding all about recycling. What does the evidence say for Understanding the world? Understanding the world involves guiding children to make sense of their physical world and their community. The frequency and range of children’s personal experiences increases their knowledge and sense of the world around them – from visiting parks, libraries and museums to meeting important members of society such as police officers, nurses and firefighters. In addition, listening to a broad selection of stories, non-fiction, rhymes and poems will foster their understanding of our culturally, socially, technologically and ecologically diverse world. As well as building important knowledge, this extends their familiarity with words that support understanding across domains. Enriching and widening children’s vocabulary will support later reading comprehension. Taken from: https://assets.publishing.service.gov.uk/media/670f8c0f366f494ab2e7b93d/EYFS_statutory__framework_for_childminders.pdf The https://educationendowmentfoundation.org.uk/early-years/evidence-store references Communication and Language which became part of our focus within the visit as the children spoke to each other, with myself and grew in their understanding of new vocabulary connected with the circus. This resulted in the children knowing more and remembering more through their visit from last year and this year. Exploring the DfE module 4 on supporting language development in the early years enabled me to appreciate even more the importance of a language rich approach where interactions are promoted. I consider the circus theme visit supported both the children in their learning and development which in turn supported my continuous professional development (CPD) in researching the theme and the learning opportunities for the children in communication and language, physical development and Understanding the world. The children and I are looking forward to our next visit out to extend learning further within Understanding the world and the other Early Years Foundation Stage areas of learning. References: https://www.evertonnurseryschoolandfamilycentre.org/strongerpracticehub https://www.strongerpracticehubs.org.uk/hubs/nw/liverpool-city-region-and-beyond-eysph https://wrayscarecrows.wordpress.com/ https://educationendowmentfoundation.org.uk/early-years/evidence-store https://birthto5matters.org.uk/ https://www.ncfe.org.uk/media/xbcbjrfj/early-years-sustainability-resource.pdf https://assets.publishing.service.gov.uk/media/670f8c0f366f494ab2e7b93d/EYFS_statutory__framework_for_childminders.pdf https://child-development-training.education.gov.uk/about/module-4 https://child-development-training.education.gov.uk/about/module-5 Strategic Partners Stronger Practice Hub Privacy Notice

Online Safety is very important to us at Everton Nursery School and Family Centre. Ασφάλεια στο Διαδίκτυο Η Ασφάλεια στο Διαδίκτυο είναι πολύ σημαντική για εμάς στο νηπιαγωγείο και το οικογενειακό κέντρο της Έβερτον. Δείτε παρακάτω διάφορους συνδέσμους για να σας υποστηρίξουμε να προστατεύσετε τον εαυτό σας και τα παιδιά ενώ είστε συνδεδεμένοι. -5cde-3194-bb3b-136bad5cf58d_ Πρόσφατα ξεκινήσαμε το δικό μας κανάλι στο You Tube. Για να προστατέψετε το παιδί σας ενώ παρακολουθεί το You Tube, ανατρέξτε στο PDF που εμφανίζει απλές οδηγίες που πρέπει να ακολουθήσετε ως γονείς και φροντιστές και ενεργοποιήστε το «Περιορισμένο Λειτουργία' όταν χρησιμοποιείτε το You Tube. Αυτό θα κρατήσει αποκλεισμένο περιεχόμενο για ενήλικες ή ακατάλληλο καθώς το παιδί σας περιηγείται στον ιστότοπο. Οδηγός περιορισμού YouTube Για έναν Οδηγό Γονέων στο Facebook, κάντε κλικ στο εδώ . Περισσότερες πληροφορίες στο Facebook, Σύνδεσμος . Περισσότερα Social Media Guides εδώ. Thinkuknow Το είναι το εκπαιδευτικό πρόγραμμα από το NCA-CEOP, έναν οργανισμό του Ηνωμένου Βασιλείου που προστατεύει τα παιδιά τόσο στο διαδίκτυο όσο και εκτός σύνδεσης Πακέτα Thinkuknow Online ασφάλεια στο σπίτι Απλές οικογένειες 15 λεπτών δραστηριοτήτων μπορεί να κάνει για να υποστηρίξει την ασφάλεια του παιδιού στο διαδίκτυο στο σπίτι. Διατίθενται πακέτα για ηλικίες 4 έως 14+. Οι γονείς μπορούν επίσης να παρακολουθήσουν τους οδηγούς μας βίντεο για διάφορα θέματα διαδικτυακής ασφάλειας. Thinkuknow Διαδικτυακές εργαλειοθήκες ασφάλειας Για εκμάθηση πρόσωπο με πρόσωπο: Δραστηριότητες και φύλλα εργασίας Bitesize με βάση τα πακέτα δραστηριοτήτων στο σπίτι που μπορείτε να παραδώσετε σε παιδιά και νέους πρόσωπο με πρόσωπο στο εκπαιδευτικό σας περιβάλλον. Τα σετ εργαλείων μπορούν να χρησιμοποιηθούν σε ηλικίες 5 έως 14+. Για πληροφορίες σχετικά με μια σειρά θεμάτων ΤΠΕ, συμπεριλαμβανομένων των μέσων κοινωνικής δικτύωσης, κάντε κλικ στο εδώ για πρόσβαση στη σελίδα του BBC Webwise. Το Everton Nursery School and Family Center βραβεύτηκε με το 360 μοιρών ασφαλές, Online Safety Mark πριν από μερικά χρόνια. Για να διαβάσετε ή να κατεβάσετε την Πολιτική Ασφάλειας στο Διαδίκτυο του σχολείου/κέντρου μας, κάντε κλικ στο εδώ . Keeping under fives safe online

Interactive stories from Booktrust the UK’s largest children’s reading charity Ιστορίες εκμάθησης στο σπίτι Βιβλιοθήκη Διαδραστικές ιστορίες από τη Booktrust της μεγαλύτερης φιλανθρωπικής οργάνωσης παιδικής ανάγνωσης του Ηνωμένου Βασιλείου. Κάποια σκυλιά κάνουν Μωρά κουκουβάγιας Rumble in the Jungle Open Very Carefully Εγώf You Happy and You Know

Liverpool City Region and Beyond Early Years Stronger Practice Hub Hub Home Events Newsletters Blogs Programmes Documents Subscribe Childminders 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