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EYSH Blogs Lost words در هارمونی Blogs ‘Lost words’ reflected through the three pillars of sustainability and the SDGs. By Diane Boyd As early years practitioners we recognise the importance of our role in supporting children’s oral skills through holistic development. Influential research by Hart and Risley (1992,1995) stated that early year’s children living in poorer disadvantaged situations experienced significantly less adult directed words than their higher socio-economic peers. The research implied there was a ‘30-million-word deficit’ for the lower socio-economic children by the time they were four. That is a lot of missing words! These crucial findings draw attention to the importance of what quality practitioners can do to support and narrow the gap for children through quality interactions and using their quality environments (SDG 4 Quality Education). So, how can we close the gap and support children’s communication skills? The Early Years Foundation Stage (EYFS DfE, 2024, p9) clearly states the importance of “back-and-forth interactions” as a necessary requirement for language and cognitive development in young children. Sameroff and Fiese (2000) suggest back-and-forth interactions are more important than the quantity of the vocabulary children are exposed to, because the bi-directional conversations shared together are closely entwined with Personal, Social and Emotional Development, a universal prime area (EYFS, DfE,2024). As practitioners we need to focus on ensuring all children have opportunities to encounter through modelling and scaffolding, complex language input with a high level of longer, richer sentences (Rowe, 2008). This aligns with the Education Endowment Foundation – Communication and Language toolkit, which reminds practitioners to support and model effective linguistic aspects of communication. However, reflecting on pedagogical interactions Margaret Donaldson (1978) says this must make ‘human sense’ to the children, suggesting the need to draw on the socio-cultural aspects of community too (SDG 11 Sustainable Cities and communities). Within the Specific Area Understanding the World (EYFS, DfE,2024, p11) practitioners are asked to guide “children to make sense of their physical world and their community.” Taking children out beyond the gates of your setting allows them to experience holistically their neighbourhood, and what makes sense to them. Every neighbourhood is different (think of smells in a city compared to a beach town!) but as the EYFS (DfE, 2024, p 11) states “the frequency and range of children’s personal experiences increases their knowledge and sense of the world around them”. One such example is walking with your children through the town daily or weekly, past the local shops and engaging in back-and-forth conversations, adding new vocabulary as they walk. Exchanging hellos and making conversation with shop keepers will help children to become familiar with new vocabulary that is seemingly being lost due to the overuse of supermarkets. In large supermarkets everything is there and available in one stop – just come in and buy! There are limited interactions, relationships and vocabulary shared. Sadly now, how many children know for instance, what a cobbler is and what their work comprises of, linking here to SDG 8 Decent Work and Economic Growth. By visiting in a natural organic way through a neighbourhood walk, children will become familiar with the shop keepers such as an optician, haberdasher, greengrocer, butcher, chemist, and baker (remember use this core language) that reside on their high street. When do children ever hear these occupational words now? So, it is imperative early years practitioners highlight these words before they become ‘lost’. Reinforce the words further through reading non-fiction books and revisit language associated with each profession, for example, Dylan the Shopkeeper by Guy Parker Rees. Set up your role play as different shops visited to consolidate language further. The new vocabulary can be extended to understand the produce they can purchase from the different shops, resonating with SDG 8, SDG 9, and SDG 11. The EYFS (DfE,2024) asks practitioners to build ‘positive relationships’, and this is a way of doing this through your locality. For example, in the greengrocer discuss the type of apple with the children and then taste test them. Granny Smith or Royal Gala which are sweet or bitter? Think of the lovely describing words or faces here! Other extension activities could include memory games- I went to the baker and I bought bread, a cake, some pastries; or I went to the butcher, and I bought some pork sausages, a bacon chop, some beef burgers; this consolidates the produce from each shop and the repetition aids the children’s cognition. After visiting the high street, the children could make their own big story book from each shop rather than buying books to support. This would be very effective as this supports children’s understanding of text - words and images together have meaning, that there is a beginning, middle and end in books which will make ‘human sense’ to them as this connects them to their community high street shops, and the satisfaction of knowing they wrote the book. Due to plastic credit cards being used in supermarkets there are other words that are now less frequently used in the terms of monetary currency. How often do children hear in purchasing back and forth conversations, or the words pennies and pounds being used? By highlighting during your neighbourhood walks not just the local shop keepers, their profession and produce sold, take the children into the shop, and model the use of real money. As the EEF Communication and Language states “settings should use a range of different approaches to developing communication and language skills.” It is important that children hear your “back-and-forth interactions” (EYFS, DfE,2024p, 9) with the shop keepers, as they are valuable conversations of both produce and currency together. The EEF (Early numeracy approaches) research shows that by utilising holistic pedagogy it has “a higher impact than when maths was delivered as a supplementary activity.” Through these conversations children will hear pennies, pounds, change and cost which they can replicate in role play back at your setting because this makes “human sense” (Donalson,1978) to them. Moving out into the locality and community children will have countless opportunities to use their 5 senses – hearing, smelling, tasting, seeing, and touching. By visiting local parks, gardens, or beaches regularly children will develop empathy and care for their environment. The emphasis is that you always use correct terminology with the children. For example, not the generic term ‘flower’ but daffodil or snow drop, and you encourage the children to observe the fauna but not pick them. There is a fabulous book called Lost Words by Robert MacFarlane and Jackie Morris (2021) which focuses again on disappearing words but this time in the natural world. The book states “all over the country, there are words disappearing from children's lives. These are the words of the natural world; Dandelion, Otter, Bramble, and Acorn, all gone. A wild landscape of imagination and play is rapidly fading from our children's minds. The Lost Words stands against the disappearance of wild childhood”. This book could be used as a follow up to walks or scientific observations in woodland. Crucially for the planet we need to ensure young children hear, use, and understand key words from nature. As the EEF- Early Literacy approaches state you must ensure that “your early literacy strategy is well-balanced and combines approaches that will support the development of skills, knowledge and understanding”. From a sustainable perspective we need to invest in our locality whether this is the high street or park or woodlands or coastline. If children develop a relationship with their community and locality then they will love the area, respect the area and care for the area. EEF- Early years evidence highlights “approaches for teaching early literacy should, therefore, be used in ways that build on approaches that support communication and language, which are fundamental to children’s literacy.” This resonates with the Specific Area Knowledge and Understanding which asks practitioners to “foster their understanding of our culturally, socially, technologically, and ecologically diverse world” EYFS (DfE,2024, p11). Extending and developing these ‘lost words’ of the high street and environment builds “important knowledge,” and “extends their familiarity with words that support understanding across domains” (EYFS, DfE, 2024, p11). Economic sustainability through regular opportunities to use and understand words associated with currency, socio-cultural sustainability through engaging and connecting with your local community high street shops and environmental sustainability with care and empathy because of a relationship with the natural world. This clearly demonstrates the interconnected and holistic approaches to both early childhood and sustainability. Home | Climate Action Strategy | Case Studies | Curriculum Resources | Blog and Video Logs

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. We are a Ofsted Outstanding Provider. Child places available. Welcome to Everton Nursery School and Family Hub Mission Statement The mission of Everton Nursery School and Family Hub is to promote the children’s educational and social development and help families have and achieve high expectations for themselves and the community. Contact us to arrange a visit to Nursery. Telephone: 0151 233 1969 Places available Nursery education is funded for 15 hours for some 2, 3 and 4 year olds and 30 hours for 3 and 4 year olds for parents who work. Child Application Form 1/5 Up Look at the activities we explore at Everton Nursery School and Family Hub We have 2, 3 and 4 year old funded places available. Apply here Up On behalf of all the Staff and Governors, welcome to all children and their families. We look forward to working with you. The Nursery School and Family Hub is open 8.00a.m. to 3.30p.m. Telephone: 0151 233 1969 Telephone calls to the Nursery School and Family Hub 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. 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 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. 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 کارهایی که امروز باید انجام داد

Time table of Everton Nursery School and Children's Centre Activities Family Hubs Home | Help and Advice | Family Activities | Splash Pool Family Hubs Timetables Summer Holidays Family Hubs Home | Help and Advice | Family Activities | Splash Pool

Family Hubs Home | Help and Advice | Family Activities | Splash Pool 1/5 امکانات کنفرانس و اجاره اتاق جلسات استخر چهارشنبه و پنجشنبه موجود است زمان جلسه 9.45 صبح - 10.45 صبح، 11.15 صبح - 12:15 بعد از ظهر، 1:15 بعد از ظهر - 2:15 بعد از ظهر . هزینه 4.00 پوند برای هر بزرگسال. Family Hubs Home | Help and Advice | Family Activities | Splash Pool

با ما تماس بگیرید در صورت وجود، می توانید با جوآن رونی (مدیر)، آن اسمیت (کارشناس پذیرش) یا لزلی کورتیس (مدیر) صحبت کنید. هماهنگ کننده نیازهای آموزشی ویژه و معلولیت ما (SENDCo) ربکا ملیا با حمایت روث اسکالی، هماهنگ کننده مشمولیت ما است. تلفن پست الکترونیک 0151 233 1969 evertonnsfc@evertoncentre.liverpool.sch.uk رسانه های اجتماعی فرم تماس First name Last name Email Message Send

Liverpool City Region and Beyond Early Years Stronger Practice Hub Hub Home Events Newsletters Blogs Programmes Documents Subscribe Childminders Recruitment Anchor 1 Anchor 2 Mathematics Information Sessions For further details on Maths Champions access the Information Sessions led by a team of expert Early Years Advisors. These sessions provide a comprehensive explanation of the programme, the eligibility criteria for settings to take part, and the commitment involved. There is also an opportunity for settings to ask direct questions to the Early Years Advisors, followed by clear instructions of next steps and how to sign up. Book a session to find out more. https://ndna.org.uk/maths-champions-information-sessions/ All CPD sessions are open to all Early Years practitioners in the Liverpool City Region and Beyond Stronger Practice Hub 10 Local Authorities. To book on to any CPD session live or recorded email: SpHubNW@evertocentre.liverpool.sch.uk LEARNING WALKS If you wish to offer your setting for a learning walk to share practice especially linked to research in communication or early mathematics, let us know via email on sphubnw@evertoncentre.liverpool.sch.uk RECORDED SESSIONS We have a number of recorded sessions online for staff training: EARLY WRITING 25 minutes with Laura Johnson, Early Years Teacher from Duke Street Nursery School, Chorley. SELF REGULATION AND EXECUTIVE FUNCTION 25 minutes with Emma Doran, Early Years Co-ordinator from Whitefield Primary School, Liverpool CELEBRATING DIVERSITY, PROMOTING INCLUSION, AND ANTI-RACIST CULTURES IN THE EARLY YEARS 25 minutes with Sian Phillips - Anti-Racism Advocate/Researcher/Consultant. MAXIMISING THE IMPACT OF PUPIL PREMIUM IN THE EARLY YEARS 20 minutes with Kaya Doyle, Programme Manager. INSET SESSION 1 TEACHING AND MODELLING LANGUAGE: 30 minutes with Alex Gower-Jones (Independent Consultant). This has an accompany written sheet of activities to support this recorded Inset session. INSET SESSION 2 TEACHING AND MODELLING VOCABULARY: 30 minutes with Alex Gower-Jones (Independent Consultant). This has an accompany written sheet of activities to support this recorded Inset session. INSET SESSION 1 EARLY LITERACY – TEACHING SOUND DISCRIMINATION 30 minutes with Alex Gower-Jones (Independent Consultant). INSET SESSION 2 EARLY LITERACY – TEACHING SOUND MANIPULATION 30 minutes with Alex Gower-Jones (Independent Consultant). INTERACTIVE READING CONFERENCE: Conference from 29th March on Interactive Reading re 1 hour, 30 minutes with Alex Gower-Jones (Independent Consultant). 17 SUSTAINABLE GOALS: Conference from Saturday 22nd March on the 17 Sustainable Development Goals – An Introduction re 2 hours with Diane Boyd. WORKING WITH 0-3’s: An introduction to working with children 0-3 years by Amanda Quirk (Early Years Advisory Teacher). SENSORY FUN Tiny Happy People sensory fun for babies indoors and outdoors with low cost/no cost activities shared by Denise Wright (Independent Consultant). The webinar shows educators how they can inspire parents to undertake sensory activities at home to support their child’s learning and development through play. INTERACTIVE READING online recorded session by Alex Gower-Jones (Independent Consultant) explores how early years educators can explore interactive reading in their practice. SKILLS BEFORE WRITING online recorded session by Amanda Quirk (Early Years Advisory Teacher) has put together an online programme for early years educators exploring skills before early writing. 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. NURSERY RHYMES online recorded session by Faye Johnson, Assistant Headteacher from Everton Nursery School and Family Centre has put together a session on exploring Nursery Rhymes with young children. COMMUNICATION AND LANGUAGE online recorded session by Amanda Quirk, (Early Years Advisory Teacher) has put together an online programme for early years educators exploring communication and language. OAP (ORDINARY AVAILABLE PROVISION) – Amanda Quirk, (Early Years Advisory Teacher) has put together a recording on OAP (Ordinary Available Provision) in early years. 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. MATHEMATICS RECORDED ONLINE – Rebecca Morgan (Nursery Teacher) from Everton Nursery School and Family Centre has recorded a practical session online to share with colleagues to explore mathematics with under fives. EARLY EMOTIONS RECORDED ONLINE Kaya Doyle (Programme Manager) shares an introduction to early emotional health, the issues children face and links to socio-economic backgrounds. If you would like to access to any of the recorded training sessions, email sphubnw@evertoncentre.liverpool.sch.uk Don’t forget to access information from our National Stronger Practice website: https://www.strongerpracticehubs.org.uk/hubs/nw/liverpool-city-region-and-beyond-eysph Strategic Partners Stronger Practice Hub Privacy Notice

محیط آموزشی از تور استفاده کنید. 2-3 سال تور مجازی هیورث 3-5 سال تور مجازی Cresswell Take the tour. از تور استفاده کنید. 3-5 سال Spencer 1/2 تور مجازی Take the tour. از تور استفاده کنید. Spencer 1/2 تور مجازی Spencer 3 تور مجازی Take the tour. از تور استفاده کنید.

Liverpool City Region and Beyond Early Years Stronger Practice Hub Hub Home Events Newsletters Blogs Programmes Documents Subscribe Childminders Recruitment Maths Champions As part of NDNA's recruitment of settings for the Maths Champions programme, we are holding a number of information sessions. Led by our team of expert Early Years Advisors, these sessions will provide a comprehensive explanation of the programme, the eligibility criteria for settings to take part, and the commitment involved. There is also an opportunity for settings to ask direct questions to the Early Years Advisors, followed by clear instructions of next steps and how to sign up. Strategic Partners Stronger Practice Hub Privacy Notice

School application form 1/3 Everton Nursery School and Family Centre Child Application Form Child's Name* Child's Date of birth* Year Month Day Gender* Type of Place required * Two Year Old Funded Place Two Year Old Paid Place Three to Five Year Old 30 Hours Three to Five Year Old 15 Hours Child's Home address with Postcode* Email* Contact Phone number (The number will be used to contact parents/carers regarding status of application, please call: 0151 233 1969 if there are any changes)* AM. (Preferred sessions required (although your choice cannot be guaranteed) * Mon Tues Wed Thurs Frid PM. (Preferred sessions required (although your choice cannot be guaranteed) * Mon Tues Wed Thurs Frid Child's information Nationality* Religion:* Ethnicity:* Languages spoken at home:* Asylum Seeker * Yes No Refugee* Yes No Special Educational Needs* Medical Needs* Parent 1 full legal name* Parent 1 Date of birth* Parent 1 Address* Parents 1 NI or NAS Number* Parent 2 full legal name* Parent 2 Date of birth* Parent 2 Address* Parent 2 NI or NAS Number* Child's Doctor* Child’s Health Visitor* Child’s Social Worker* Current/Previous Nursery or Childminder Attended: Signed Parent/Carer:* Date* Year Month Day Please see our Privacy Notice I have seen the Privacy Notice:* Yes No How Did You Hear About Us?* Friend or Family Instagram Website Children's Centre Submit

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 (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

Liverpool City Region and Beyond Early Years Stronger Practice Hub Hub Home Events Newsletters Blogs Programmes Documents Subscribe Childminders Recruitment The following information and documents will provide you with an insight of the Early Years Stronger Practice Hubs working with the Education Endowment Foundation A flexible way for settings to engage with various online recordings Liverpool City Region and Beyond Early Years Stronger Practice Hub, have introduced a flexible way for settings to engage with various online recordings. Feedback from Local Authorities highlighted Communication and Language development as a continued key priority, so this has been the focus of the CPD resource. The resource provides flexibility to suit all educators, whether refreshing their knowledge or exploring communication and language in more depth for the first time. Childminders plan to use the recordings during network meetings to encourage good practice and discussion. Similarly, other settings can incorporate the recordings into INSET days or staff meetings. To support this, there is a written INSET template for those who prefer this delivery format. This resource will be a valuable tool to support evidence-informed practice, encourage professional dialogue, and promote the effective sharing of knowledge across early years settings. If you would like the recording that accompanies this inset resource please email sphubnw@evertoncentre.liverpool.sch.uk providing us with your name, setting name, postcode and Local Authority your setting is registered with. Early Education Journal Early Education published a Journal issue on Cultures of Sustainability in Summer 2024. The journal started a conversation exploring sustainability, referenced by Jan White in the editorial. This issue is a follow on from that one, building on the articles and educators’ experiences of sustainability in practice. Communication and Language A short INSET template to use with your team which will support professional development to improve practice and outcomes for children. Early Years Pupil Premium | EEF - Education Endowment Foundation The Early Years Pupil Premium (EYPP) has one aim: to improve outcomes for socio-economically disadvantaged children from 9 months upwards. In April 2025, the Department for Education (DfE) increased funding for the EYPP by 45% to £570 per child per year. https://educationendowmentfoundation.org.uk/early-years/pupil-premium A School’s Guide to Implementation Maximise the impact of new approaches and practices. educationendowmentfoundation.org.uk A School's Guide 1 A School's Guide 2 Early Mathematics The EEF is an independent charity dedicated to breaking the link between family income and educational achievement. https://educationendowmentfoundation.org.uk/early-years-evidence-store/early-mathematics Early Years Evidence Store https://educationendowmentfoundation.org.uk/support-for-schools/evidence-for-the-early-years/early-years-evidence-store Support to help you put evidence-informed approaches into practice. educationendowmentfoundation.org.uk Early Years Toolkit A summary of the best available evidence on key areas for learning and development Early Years Toolkit | EEF (educationendowmentfoundation.org.uk) Preparing for Literacy Seven recommendations to support improving early language and literacy Preparing for Literacy | EEF (educationendowmentfoundation.org.uk) Early Literacy The EEF is an independent charity dedicated to breaking the link between family income and educational achievement. EEF | Early Literacy (educationendowmentfoundation.org.uk) Strategic Partners Stronger Practice Hub Privacy Notice

Liverpool City Region and Beyond Early Years Stronger Practice Hub Hub Home Events Newsletters Blogs Programmes Documents Subscribe Childminders Recruitment Let’s talk about books By Alex Gower-Jones Strategic Partners Stronger Practice Hub Privacy Notice