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اطلاعات فرماندار Constitution حضور فرمانداران حضور فرمانداران PFR Parent Governors راهنمای فرماندار برنامه ریز سال فرماندار فرمانداران و ساختار کمیته عضویت و اطلاعات فرماندار 2022/2023

فعالیت های آموزشی در خانه به صفحه فعالیتهای آموزشی در خانه ما خوش آمدید. لطفاً در زیر مجموعهای از فعالیتهای یادگیری در خانه را مشاهده کنید تا با فرزندتان در خانه به آن دسترسی داشته باشید._cc781905-5cde-3194-bb3b-136bad5cf58d به این صفحه اضافه کنید. اگر پیشنهادی برای فعالیت های یادگیری در خانه برای کودکان 2 تا 5 ساله دارید، لطفا ایمیل evertonnsfc@evertoncentre.liverpool.sch.uk کارکنان مهد کودک اورتون و کارکنان مرکز خانواده یک بسته فعالیت آموزشی در خانه 3-5 و یک بسته فعالیت Heyworth 2-3 را جمع آوری کرده اند. -3194-bb3b-136bad5cf58d_ اگر به پشتیبانی یا توضیحی در مورد فعالیت های آموزشی در خانه نیاز دارید، لطفاً به evertonecc@talk21.com ایمیل بزنید و یکی از اعضای تیم کارکنان اورتون در صورت نیاز اطلاعات بیشتری را برای آموزش خانگی در اختیار شما قرار می دهد. کانال یوتیوب مهد کودک و مرکز خانواده اورتون داستان ها در کانال یوتیوب ما داستان های کارکنان و یوگا از تونی در کانال یوتیوب ما. منابع فیلم های راهنمایی برای والدین/مراقبان. راهنمای 1: آماده شدن برای فونیکس؛ حمایت از فرزندتان در سال های اولیه راهنمای 2: در سالهای اولیه از کودک خود با خواندن حمایت کنید Guide 3: حمایت از کودک خود در ارتباط و رشد زبان در سال های اولیه راهنمای 4: از کودک خود با ریاضیات در سال های اولیه حمایت کنید فیزیوتراپی از طریق رقص - YouTube پروژه Brain Changer Arts فونیکس بلوم Phonics Bloom یک منبع آموزشی تعاملی است که بازی های فونیک را هم برای کلاس درس و هم برای خانه ارائه می دهد. حروف و صداها این بازی های آنلاین رایگان برای فاز 1 برنامه فونیک حروف و صداها مفید خواهند بود. برترین ها Topmarks به کودکان این فرصت را می دهد که به صورت آنلاین، از طریق بازی ها و فعالیت های ایمن، سرگرم کننده و جذاب یاد بگیرند. اعداد Cbeebies به یادگیرندگان کوچک بپیوندید و همه این بازی ها، فعالیت ها و کلیپ های سرگرم کننده و رایگان ریاضی را کشف کنید. آموزش خانه TTS با ترکیبی از فعالیت های یادگیری مستقل و مشارکتی، کتاب های آموزش خانگی فرصتی عالی برای والدین فراهم می کند تا با فرزندان خود بیاموزند. بسته منابع آموزشی خانه پذیرش مدرسه تعطیلی EYFS از این بسته مفید از منابع EYFS استفاده کنید تا در صورت بسته شدن مدرسه، کودک خردسال خود را مشغول و یادگیری کنید. این بسته شامل طیف وسیعی از فعالیت های سرگرم کننده، جذاب و چالش برانگیز است که کودکان را تشویق می کند تا مهارت هایی را که در مدرسه یاد گرفته اند، تمرین کنند. 49 فعالیت بدنی سرگرم کننده برای کودکان 2 تا 4 ساله این لیست از 49 فعالیت، بهترین گزینه برای هر روز بازی، محیط مراقبت از کودک در خانه، یا صبح یا بعد از ظهر با یک مراقب است. در هر شرایطی، فاصلههای توجه کوتاه به این معنی است که داشتن چند مورد از این موارد در آستین شما ایده خوبی است. Cbeebies JoJo & Gran Gran JoJo & Gran Gran یک سریال انیمیشنی در مورد یک دختر تقریباً پنج ساله و مادربزرگ سرگرم کننده و خردمند او است. فعالیت های گوش دادن به رادیو Cbeebies برای بچه ها فعالیت های گوش دادن برای بچه ها Disney Shake Up Games Change4Life و Disney دوباره با هم متحد شدهاند تا بازیهای جدید Shake Up را با الهام از داستان اسباببازیهای Disney و Pixar 4 و Incredibles 2 و The Lion King و Frozen از Disney ارائه کنند. این سرگرمیهای 10 دقیقهای واقعاً بچههای شما را به حرکت وا میدارد و برای 60 دقیقه فعالی که هر روز به آن نیاز دارند، حساب میکنند! ذهنهای کوچک گرسنه – سرگرمیهای ساده، فعالیتهایی برای کودکان ۰ تا ۵ ساله فعالیت های ساده و سرگرم کننده برای بچه ها، از نوزادی تا پنج سالگی. 50 کاری که قبل از پنج سالگی باید انجام دهید 50 کاری که قبل از پنج سالگی باید انجام دهید یک برنامه فوق العاده و رایگان برای خانواده ها است. فعالیت های ساده و سرگرم کننده بدون صفحه نمایش که کودکان می توانند در خانه انجام دهند وقتی مدرسه ای وجود ندارد معلمان و والدین چه می توانند بکنند؟ یادگیری آنلاین از خانه به کودکان فرصت هایی را برای توسعه و یادگیری مهارت های جدید با لمس یک دکمه ارائه می دهد. حمایت از تعطیلی مدارس: با شیوع ویروس کرونا (کووید-19) که اکنون چندین مؤسسه آموزشی در سراسر جهان را تحت تأثیر قرار داده است، ما در 2Simple دسترسی رایگان به Purple Mash و Serial Mash را برای مدارس و کاربران خانگی ارائه می دهیم. دسترسی رایگان را از اینجا درخواست کنید . منطقه خانواده ما برای بهبود مهارت های خواندن، نوشتن، صحبت کردن و گوش دادن در فقیرترین جوامع بریتانیا که از هر سه نفر یک نفر مشکل سواد دارند، کار می کنیم. از آنجا که سواد پایین بین نسلی است، ما کار خود را بر خانواده ها، جوانان و کودکان متمرکز می کنیم. اریک کارل کاترپیلار بسیار گرسنه را می خواند - یوتیوب اریک کارل، نویسنده کاترپیلار بسیار گرسنه را ببینید که این کتاب تصویری کلاسیک پافین را با صدای بلند می خواند. LeapStart سیستم یادگیری تعاملی برای تشویق یادگیرندگان خلاق، با اعتماد به نفس و شاد. #mindhealthy@home مراقب سلامت عاطفی خانواده خود در خانه باشید تنوع زیستی #EcoSchoolsAtHome به منظور کمک به کسانی از شما که هنوز در مدرسه کار می کنند و کسانی از شما که اکنون مجبور به تحصیل در خانه هستند، می خواهیم مجموعه جدیدی از منابع Eco-School ایجاد کنیم که می تواند برای شما امکان پذیر باشد. برای کار بر روی موضوعات مختلف زیست محیطی با جوانان در هر سنی - در حالی که با یک میلیون و یک کار و مشکل دیگر به دلیل شیوع COVID-19 دستکاری می کنید. رز سفید ریاضی ریاضیات رز سفید تحت تأثیر، الهام گرفته و مطلع از کار محققان و پزشکان برجسته ریاضی در سراسر جهان، تیمی از متخصصان بسیار مجرب و پرشور آموزش ریاضی را گرد هم میآورد تا همه کسانی را که میخواهند تغییر ایجاد کنند آموزش، راهنمایی، کمک و حمایت کنند. مدارس آنها فضای داخلی بزرگ ایده ها و فعالیت هایی برای الهام بخشیدن به ذهن های جوان در خانه EYFS - مرحله اولیه سالهای اولیه - آموزش بی بی سی EYFS / سن 3 تا 5. صدا منابع ایده آلی را برای یادگیری اولیه از طریق داستان، موسیقی، حرکت و آهنگ فراهم می کند. محتوا مستقیماً به برنامه درسی مرحله اولیه سالهای اولیه (EYFS) پیوند دارد. heyworth home learning activities home learning activity pack jan 2021 Massage Music A Summer Sky 00:00 / 04:44

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

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 Deysbrook Childminding Network By Tracie Dowling My name is Tracie Dowling and I have been a childminder for over 32 years and I live in Anfield Liverpool. I am also part of the strategic team at Liverpool City Region and Beyond Early Years Stronger Practice Hub (EYSPH) and support childminders within the Region. My role is to be a point of call to support the childminders, signpost them to early years funded support programmes and link in with the Education Endowment Foundation (EEF) to promote the Early Years Evidence store and Early Years Tool kit. https://educationendowmentfoundation.org.uk/ The Stronger Practice Hub has funded a Childminder Network drop In at the Deysbrook Village Centre. https://www.deysbrook-vc.co.uk/ This provides the local childminders with a venue to meet up weekly with their minded children, link to myself and each other to share good practice and access face to face support. The childminders and children enjoy attending the drop-in sessions as this supports good practice by giving the children experiences to gain valuable social skills like sharing, taking turns, communication, and cooperation by interacting with others children. Having access to larger group activities such as music and movement and craft time also provides opportunities to develop language skills, motor skills, and overall confidence through play-based learning and exposure to larger group activities and toys and helping with preparing for school transition. The Drop in provides a venue for childminder and child-based training opportunities and a space for childminders to connect and build a community with each other. Over the last few months, the childminders and children have enjoyed the Sustainability Goal bitesize sessions that I have facilitated. https://sdgs.un.org/goals We have focused on one goal each week, for example week 1, we focused on Goal 1 ‘No Poverty’. We all sat together on the carpet and read the story ‘The Three Little Pigs’ we discussed the different types of housing and what it’s like to be homeless. We thought about what the safest house would be and which would have strong foundations that can withstand challenges due to global warming. I provided the children with an activity using wooden ‘Three Little Pig’ story props to decorate using crayons and recyclable materials. At the end of the session, I gave each childminder an information pack explaining why I chose the activity, how I incorporate the goals within my setting, extra reading materials / information around the Sustainability Goals. The following week before we started the next focused activity, we discussed the previous goal and how and what the children did at their childminders setting to include ‘poverty’. One child told me she made a Den, but she got upset because one of the children pulled off the blanket. I suggested next time they use pegs to see if the den stayed up longer. She told me her childminder made another den out of a big sturdy box and this was fun. Another child had used their props to tell the story again. This feedback from the children was invaluable and makes the time I spend putting the activities together all worthwhile. Anne Wrigley a childminder of the Deysbrook Drop in provided me with some amazing feedback. She said by attending the drop in and accessing support gave her confidence when she had her latest OFSTED inspection. By taking part in the bite sized Sustainability Goals awareness made her realise she was already promoting sustainability but hadn’t realised this. Since attending the sessions, she now takes the children to the local charity shop to donate and purchase items and every few weeks she buys wool to knit squares with the children to make blankets for the homeless. Anne and the children go on a trip to St Luke’s church to donate food for families who are less fortunate. During Annes previous OFSTED inspection, the inspector commented on the lack of extra training. In this inspection the inspector said it was evident Anne had been very proactive extending her continuous professional development. Anne explained to the inspector about the SPH webinar recordings and how she liked them as she can dip in and out, at a time that suits her due to the flexibility and thought they were a perfect way to extend her knowledge. Further reading: https://www.strongerpracticehubs.org.uk/hubs/nw/liverpool-city-region-and-beyond-eysph/resources/autumn-time-apples-and-apple-juice-dr https://educationendowmentfoundation.org.uk/early-years/evidence-store https://educationendowmentfoundation.org.uk/early-years/toolkit/play-based-learning https://www.evertonnurseryschoolandfamilycentre.org/childminders https://www.evertonnurseryschoolandfamilycentre.org/early-years-sustainable-hub 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 Autumn the time of apples By Diane Boyd By immersing early years children in place-based learning and letting them become part of seasonal experiences, will strengthen their environmental sustainability lens. Children can only become empathetic and caring about their world, if they understand how their world works. A wonderful way to be aware of the seasons is to follow a seasonal calendar. The Royal Horticultural Society (RHS) are keen for children to become gardeners and provide resources to support this process -RHS Crop Planner Additionally, The Horticultural Society provides a month-by-month guide for you to use - Vegetable Planting Guide By Month In The UK | Horticulture At Everton Nursery School and Family Centre recently the children were very lucky to have an amazing Autumnal experience using a crop of apples. The crop of locally grown apples comprised of Keswick Codling, Ribston Pippin, Ladies Finger of Lancaster, Scrumptious and Egremont Russett. What a wonderful array of names for apples! The children were introduced to the different varieties initially to observe, feel and taste them. This simple sensorial activity will enhance the children’s communication and language development in a holistic and organic way. Consider the language that describes the taste of different apples – bitter, tart, sweet but also some apples seem fluffy to eat, whereas others are hard or crunchy. Apples also come in all shapes and sizes, so this simple activity provides easy opportunities for early numeracy to be developed. As the Education Endowment Foundation (EEF) Early Years evidence store for Communication and Language states, “Vocabulary instruction that explicitly draws pupils’ attention to words, their meanings and their features appears to be effective”. (EEF | Communication and Language ) The bowls of apples inspired Intergenerational conversations that were both cultural and social, allowing children to hear the conventions of a conversation, that reflect social sustainability with parents and grandparents reminising about tradititional October activities with apples. They recalled apple bobbing with apples floating in bowls of water or hanging from string, with the aim of trying to eat them! Research from the EEF Personal, Social, Emotional Development Early evidence store ( EEF | Personal Social and Emotional Development ) highlights the importance of showing “children good examples of social communication,” and by listening to these cultural narratives provides such examples for children. Supporting children to repeat the names of the apples tasted or to engage in a conversation about cultural stories will aid “children’s early literacy”, which “is dependent on their oral language skills” (EEF Early Years Evidence Early Literacy)( EEF | Early Literacy ). The National Literacy Trust emphasises the importance of quality pedagogical experiences especially in disadvantaged areas such as Liverpool, Birmingham and Manchester where research (Pro Bono Economics) identified that more than a quarter of five-year-olds have low levels of literacy. These authentic teaching moments need to be extended with songs, stories and high-quality conversations revisiting the experiences. Ensure your setting or home has a variety of stimulating books to revisit the experiences and develop their communication and language. Examples here reflect both apples (starting point of original provocation) and the seasonal element of falling apples to collect. Links below. Hello, World! How Do Apples Grow? : Jill McDonald: Amazon.co.uk: Books Autumn: 4 (Seasons, 4) : Child's Play, Busby, Ailie: Amazon.co.uk: Books Do encourage parents to visit their local library to extend the language, as research from EEF Early Years Evidence – C&L suggests “shared book reading has often been found to be a useful activity…”. alongside “explicit vocabulary instruction”. This also sustains the local library too for the community. From an Environmental Sustainability perspective seeing apples that are wonky and not perfect, celebrate the diversity of the natural world, celebrating all things (both human and non-human) are worthy regardless of shape or size (SDG 10 Reduced Inequalities). This also highlights that we must eat all fruit and vegetables regardless of whether they look perfect, encouraging our parents and grandparents to buy the cheaper ‘wonky’ produce in their shops. The children and their families were invited into the nursery to use real working equipment and press the apples and make freshly squeezed juice. From an economic sustainability perspective, the families had been asked to bring recycled plastic containers to use for their squeezed apple juice. This simple request highlights SDG 12 Responsible Consumption and Production, with children and families seeing how to effectively support the planet by reusing them. The process of apple pressing was then demonstrated to everyone emphasising the correct terminology of trade and environment. As the EEF Early years evidence store opines for C&L, “the adult models using language to summarise activities” ( EEF | Communication and Language ) . The parents and grandparents were invited to be an active part of the collaborative process, demonstrating the authenticity of Intergenerational learning as a socio-cultural sustainability approach and resonating with SDG 11 Sustainable Cities and Communities. The process involved everyone putting apples into either electronic presser, so the children had to stretch up high and aim correctly to place their apples into the open vent. Smaller or less confident children were physically lifted and supported by their key person to aim. This process was enjoyed by the children filling them with excitement. They were told to carefully watch the bottom funnel and see what happens as a result! This is both economic sustainability in action, but also STEM (Science, technology, engineering and Math) learning. Introducing children in their early years to STEM activities supports their Understanding of the World Specific area (EYFS(DfE,2024) in seeing how materials change. The apple started the process as a round hard matter, then became pulp before finishing as a dark liquid. The colour depended on which variety of apples were pulped. This provides wonderful scientific conversations and consolidates the EEF Early evidence store C&L, which states, “there is strong evidence that teaching and modelling vocabulary to children in the early years can have a positive effect on their oral language skills.”( EEF | Communication and Language ). The children also had the chance to physically crush and press the apples manually too, aligning with the pioneering giants of early childhood, such as Froebel or Steiner, who advocated that children must be physically active developing their hand -eye co-ordination and skills. The EEF Evidence Store for Physical Development( EEF | Physical Development ) highlights the importance of children having the “time for play, practise, and repeat an activity”. It also aligns with both SDG 8 Decent Work and Economic Growth and SDG 9 Industry, innovation and Infrastructure. Using the actual tools of apple pressing, also supported their physicality- consider the effort it takes to crush apples in a solid state, to reduce them small enough to be pushed through the juicer! The children shared and worked co-operatively together, enhancing the community spirit. The EEF Early Evidence Store regarding Self -regulation and Executive Function( EEF | Self-Regulation and Executive Function ) reminds educators “to scaffold cooperative learning between peers”. The quality of the practitioner (SDG 4 Quality education) was evident in how they supported the children through the process. Not only did they model the language, but they demonstrated both the action to be completed but also supported the children in repeating the actions themselves physically. The children moved their bodies like the wheels turning in the crushing process and jumped as the apples squashed into the shute. These authentic physical opportunities will extend and develop the whole body especially children from disadvantaged backgrounds, which the EEF evidence store for PD states; “are at greater risk of not reaching expected levels of physical development than their more affluent peers. Evidence indicates that children from disadvantaged backgrounds benefit from educators targeting their movement and handling skills” (EEF | Physical Development ). Songs are a cultural and social way to consolidate both the language and action, drawing on the pioneer Frederick Froebel. His original Mother songs made connections to real life, for example, the rhyme ‘Pat-a-cake’ made links for the children with the corn growing in the fields, the miller grinding the corn, the baker kneading the bread and finally being eaten by the child. Froebel made a seemingly simple song about baking, but the depth and meaningful notions, can be shared with children through song and action (Froebel, 1895; Froebel Trust). You could create your own songs and actions to help children’s holistic development, such as the Apple press rap! Think of the fun they would have recorded it developing their technological skills. The children were given agency to decide what aspect of the process they wanted to be involved in, with some children preferring to just sit quietly and watch. Quality early childhood education requires educators to know the children in their care, to offer new and exciting pedagogical experiences, but know their boundaries. This is socio-cultural sustainability resonating with the Article 12 of the UNCRC (1989)( Convention on the Rights of the Child text | UNICEF ) which says that “every child has the right to express their views, feelings and wishes in all matters affecting them, and to have their views considered and taken seriously.” There was one little two-year-old boy who did not to want to drink water in the nursery and always needed to be encouraged to stay hydrated. He loved the fresh apple juice and proceeded to drink three lots of the juice. His mum was thrilled as she had never tried apple juice with him before and now had a healthy alternative to offer him, resonating with SDG 3 Good Health and Wellbeing. Additionally, the kitchen staff were part of the community of apple pressers watching and joining in with the parents and children. Afterwards they took away in recycled bottles fresh apple juice for the lunch time meal, ensuring all children had the opportunity to try freshly pressed juice. This simple activity of pressing apples reflects all three Pillars of Sustainability and the 17 SDGs. In 2015 the United Kingdom Government signed the Paris Treaty (UNSCO,2015) which positioned the 17 Sustainable Development Goals as an integral part of all policy, curricula and pedagogical experiences (SDG 12.8). At Everton Nursery and Family Centre they are now central in the entrance foyer so parents, carers and Grandparents can become familiar with them. Make them visible and part of your everyday pedagogical experiences. Strategic Partners Stronger Practice Hub Privacy Notice

منوها MENUS for 13th April - 22nd May 2026.pdf

Fundamental British Values at Everton Nursery School and Family Centre ارزش های بنیادی بریتانیا ارزش های بنیادی بریتانیا در مهد کودک اورتون و مرکز خانواده در زیر نشان میدهیم که چگونه ارزشهای ما در مهد کودک و مرکز خانواده اورتون، تعریف دولت از ارزشهای بریتانیا را نشان میدهد: fundamental british values ما همچنین مجموعه ای از ارزش های اصلی مهد کودک اورتون و مرکز خانواده را داریم. این موارد به شرح زیر است: تعالی ما در عمل از طریق روش های زیر اجرا می کنیم: ارزش هایمان را از طریق اعمالمان زندگی کنیم انتظارات والدین/مراقبان را بدانید و آنها را برآورده کنید/از آنها فراتر بروید باور داشته باشید که همه چیز را می توان بهبود بخشید حفظ محیطی امن، سالم و تمیز تعهد خود را به ارائه آموزش عالی با دقت نشان دهید در قلب همه تصمیمات با کودک همکاری کنید سازمانی صادق و متعهد که اهمیت می دهد ما در عمل از طریق: باز بودن شمول نشان دادن صداقت در تمام روابطمان انجام کاری که می گوییم انجام خواهیم داد ارزش گذاری برای اعتماد متعلق بودن ما در عمل از طریق: کودکان، والدین/مراقبان و کارکنان با هم یاد می گیرند ارزش دادن به تنوع و جشن گرفتن تفاوت گوش دادن و به اشتراک گذاشتن ایده ها با دیگران مالکیت داشتن احترام و افتخار به محیط آموزشی اشتیاق و انگیزه ما در عمل از طریق: ارزش دادن به یک کار گروهی نوآور، خلاق، سازنده و کارآمد باشد فعال بودن در ایجاد تغییر مرور تمرین گذشته برای بهبود مستمر ایجاد تغییر ما در عمل از طریق: یادگیری مادام العمر همکاری - یک رویکرد گوش دادن نتیجه مثبت/پیشرفت شما تمام این ارزشهای اصلی را در تمام کارهایی که با کودکان و خانوادهها در مهد کودک و مرکز خانواده اورتون انجام میدهیم، مشاهده خواهید کرد. Promoting fundamental British values

In Harmony Liverpool is inspired by Venezuela’s El Sistema and uses orchestral music-making to improve the health, education and aspirations of children and young people in Everton. در هارمونی In Harmony Liverpool از El Sistema ونزوئلا الهام گرفته شده است و از موسیقی ارکسترال برای بهبود سلامت، آموزش و آرزوهای کودکان و جوانان در اورتون استفاده می کند. این هارمونی لیورپول که در سال 2009 در مدرسه ابتدایی Faith با 84 کودک تأسیس شد، گسترش یافته است به طوری که بیش از 700 کودک و جوان 0-18 ساله و خانواده هایشان اکنون هر هفته به صورت رایگان در ساخت موسیقی ارکسترال با بالاترین کیفیت شرکت می کنند. داخل و خارج از مدرسه ساخت موسیقی در مدرسه ابتدایی Faith، مدرسه ابتدایی Beacon CE، مهد کودک و مرکز خانواده اورتون، مدرسه ابتدایی کاتولیک All Saints، مرکز کودکان آنفیلد و در فیلارمونیک لیورپول در Friary، مرکز تمرین ما در غرب اورتون انجام میشود._cc781905-5cde- 3194-bb3b-136bad5cf58d_ Alexandra Dunn john-connolly Alex Holladay Gareth Twigg نحوه تماس با In Harmony Liverpool: تلفن: 07800 873981 www.liverpoolphil.com/inharmonyliverpool www.twitter.com/IHLiverpool https://www.facebook.com/LiverpoolPhilharmonic

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. 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. به مهد کودک و مرکز خانواده اورتون خوش آمدید. از طرف تمامی کارکنان و فرمانداران به همه کودکان و خانواده هایشان خوش آمد می گویم. ما مشتاقانه منتظر همکاری با شما در سال تحصیلی آینده هستیم. مهد کودک و مرکز کودکان از ساعت 8:30 صبح تا 4 بعد از ظهر باز است. تماس های تلفنی با مهد کودک و مرکز کودکان در این بازه زمانی قابل پشتیبانی است. خارج از این مواقع، تلفن ها و پذیرش پرسنل نیستند. اگر میخواهید غیبت کودکی را گزارش کنید، لطفاً از ParentMail استفاده کنید یا در دستگاه پاسخگو پیام بگذارید. از سپتامبر 2022 لطفا توجه داشته باشید محل انتظار برای کلاس ها از طریق دو ورودی متفاوت است. از والدین خواسته می شود در مناطق تعیین شده برای طبقه ای که فرزندشان از نظر اجتماعی فاصله دارد منتظر بمانند. بچه های کلاس اسپنسر باید در پارکینگ کارکنان با والدین خود در خیابان اسپنسر منتظر بمانند. کودکان کرسول و هیورث باید در قسمت انتظار در پشت مدرسه/مرکز منتظر بمانند که از طریق دروازه مسیر مدرسه جنگل از پارکینگ بازدیدکنندگان خیابان اسپنسر قابل دسترسی است. دروازه ورودی/خروجی خیابان کرسول در زمانی که کودکان وارد و خارج می شوند باز نمی شود. زمان مدرسه لطفاً دور از دروازههای مدرسه پارک کنید (و نه روی خطوط زرد زیگ زاگ پارکینگ) یا از پارکینگ بازدیدکنندگان در محل استفاده کنید یا دور از خیابان اسپنسر یا کرسول پارک کنید و به سمت ورودی دروازه مدرسه بروید تا همه کودکان ایمن باشند._cc781905 -5cde-3194-bb3b-136bad5cf58d_ زمان کلاس ها به شرح زیر می باشد: کلاس های Cresswell: شروع ساعت 9 صبح و پایان ساعت 15:00 در روزهای دوشنبه، سه شنبه، پنجشنبه و جمعه. روز چهارشنبه صبح کلاس کرسول از ساعت 9 صبح شروع می شود و ساعت 12 ظهر به پایان می رسد. و بعد از ظهر کلاس Cresswell از ساعت 12.15 تا 3.15 بعد از ظهر چهارشنبه شروع می شود. کلاس های اسپنسر 1 و 2: 9.00a.m. شروع و ساعت 15:00 پایان در روزهای دوشنبه، سه شنبه، پنجشنبه و جمعه. چهارشنبه صبح کلاس های اسپنسر از ساعت 9 صبح شروع و ساعت 12 ظهر به پایان می رسد. و کلاس های اسپنسر بعد از ظهر از ساعت 12:15 تا 15:15 روز چهارشنبه شروع می شود. کلاس Spencer 3 Center for Nurture ساعت 9 صبح شروع می شود. و ساعت 15 به پایان می رسد. در ورودی/خروجی خیابان اسپنسر. کلاس های هیورث از ساعت 9 صبح شروع می شود. و از قسمت انتظار در پشت مدرسه/مرکز قابل دسترسی هستند و در ساعت 3 بعد از ظهر به پایان می رسند. دوشنبه، سهشنبه، پنجشنبه و جمعه یا اگر صبحگاهی دارید ساعت 12 ظهر. چهارشنبه صبح کلاسهای Heyworth از ساعت 9 صبح شروع میشود و ساعت 12:00 ظهر به پایان میرسد. و کلاس های بعد از ظهر Heyworth از ساعت 12:15 تا 3:15 بعد از ظهر چهارشنبه شروع می شود. مکان های پولی از 8 صبح تا 1 بعد از ظهر است. یا ساعت 1 بعد از ظهر زمان شروع و پایان تا ساعت 17:15. تهیه صبحانه ما از ساعت 8 صبح در سالن مدرسه برگزار می شود. لطفاً در نزدیکی آشپزخانه مدرسه در خیابان اسپنسر منتظر بمانید تا یکی از کارکنان فرزند شما را از درهای دوتایی پذیرایی/اخراج کند. تجهیزات بعد از مدرسه ما نیز در سالن مدرسه است. بچه ها باید حداکثر تا ساعت 5.15 بعد از ظهر از سرویس بعد از مدرسه جمع آوری شوند. اگر والدین/مراقبان دیر به تحویل فرزند/فرزندان خود از بعد از مدرسه یا روز اصلی مدرسه بپردازند، ساعتی 5 پوند هزینه دریافت می شود. هیچ کودکی نباید جلسات مهدکودک خود را زودتر ترک کند، مگر اینکه یک قرار پزشکی داشته باشد و شواهدی از قرار ملاقات داشته باشد. آموزش مهد کودک به مدت 15 ساعت برای کودکان 2 ساله و کودکان 3 و 4 ساله و 30 ساعت برای کودکان 3 و 4 ساله برای والدینی که کار می کنند تامین می شود. حضور کامل و وقت شناسی در تمامی جلسات الزامی است. حضور ضعیف و وقت شناسی ضعیف (بر اساس نیاز مقامات محلی ما) به چالش کشیده می شود و می تواند بر مکان فرزند شما تأثیر بگذارد._cc781905-5cde-3194-bb3b-136bad_5cf58 در حال حاضر بازدید از کلاس مهد کودک فقط با تعیین وقت قبلی است. در ضمن لطفاً تورهای مجازی محیط های آموزشی کلاس درس را در زیر ببینید. Heyworth کلاس های 2-3 ساله ما هستند و Cresswell و Spencer کلاس های 3-4 ساله ما هستند. در نهایت، لطفاً اگر فکر میکنید که علائم ویروس کرونا را دارید، وارد سایت مهد کودک یا مرکز کودکان نشوید. اگر سؤال یا ابهامی دارید، لطفاً با من تماس بگیرید on evertonnsfc@evertoncentre.liverpool.sch.uk ارادتمند شما L. Curtis Dr. Lesley Curtis OBE مدیر / رئیس مرکز 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 کارهایی که امروز باید انجام داد Load More

Operation Encompass is a national scheme that operates jointly between schools and all police forces عملیات فراگیر Keeping under fives safeonline OE Parents Poster

The Centre for Nurture offers an individualised curriculum following the Early Years Foundation Stage adhering to the needs of all the children in this class. مرکز پرورش به صفحه مرکز پرورش خوش آمدید. لطفاً در زیر مجموعه ای از فعالیت ها را مشاهده کنید تا با فرزندتان در خانه به آنها دسترسی داشته باشید. این صفحه. اگر پیشنهادی برای فعالیت های یادگیری در خانه برای کودکان 4 تا 7 ساله دارید، لطفا ایمیل کنیدevertonnsfc@evertoncentre.liverpool.sch.uk منابع داستان ها در کانال یوتیوب ما داستان های کارکنان در کانال یوتیوب ما. Children have access to daily sensory circuits which include proprioceptive and vestibular movements that are designed to alert, organise and calm; helping to regulate. From April 2022, our Centre for Nurture became a Local Authority resourced provision for children with special educational needs and disability (SEND) for children 2.5 years to 5 years of age. The Objectives of the Resourced Maintained Nursery School Provision The objectives are to provide specialist provision and strategies that are suitable for the age, ability and aptitude or SEND of each child so that: they are happy at nursery, feel included and fully participate in the life of the nursery school they have a successful transition to the next setting their parents have confidence in the SEND provision offer in Liverpool’s maintained nursery schools Eligibility Criteria for the Provision at Everton Maintained Nursery School Age Children will be aged 2.5-5 years In exceptional circumstances, the local authority may place children outside this age criteria SEND SEND eligibility will be assessed by a LCC SEND Early Years Officer In exceptional circumstances, the local authority may place children outside this SEND criteria Children will have speech, language and communication needs or be on the neurodevelopment pathway or have a diagnosis of autism Communicative abilities will be significantly delayed in both expressive and receptive skills and children are highly likely to have had these needs identified very early by a trained professional such as a speech and language therapist The severity of the impact of autism, or potential autism, upon the child will be profound and multi-faceted and will have a significant detrimental impact upon the child’s ability to: Engage in any level of formal learning or purposeful play Demonstrate or develop the fundamentals of communication, https://www.intensiveinteraction.org/find-out-more/fundamentals-of-communication/ Self-manage behaviours that challenge such as aggressive behaviour, self-harm, or alternative high risk behaviours Self-regulate potential sensory processing disorders resulting in the need for seeking/avoidance mechanisms to cope with environments even when adapted Naturally interpret, and learn from social situations at an age appropriate level despite targeted and specific learning attempts Naturally develop the ability to apply flexible thinking techniques as part of typical development, e.g. making choices, anticipating sequences/outcomes, managing micro and macro transitions Some children will be under assessment for or have additionally diagnosed conditions including cognition and learning needs (CLN) and sensory needs associated with autism or potential autism Children identified for maintained nursery school resourced places are highly likely to be working at levels identified within the engagement model https://www.gov.uk/government/publications/the-engagement-model The above needs impact upon the child simultaneously resulting in significant challenges to delivering provision without significant adaptations, namely: 1:1 teacher led specialist programmes, highly adapted environments individual, specific and personalised assess, plan, do and review cycles requiring highly specialist skills and knowledge Some children will be under assessment for or have additionally diagnosed conditions including cognition and learning needs (CLN) and sensory needs associated with CASC Children identified for resourced maintained nursery school places are highly likely to be working at levels identified within the engagement model https://www.gov.uk/government/publications/the-engagement-model Placement of Children in Resourced Maintained Nursery Schools Whilst the placement process is embedded, individual children will be identified by the local authority in partnership with key staff in the maintained nursery schools (please see Maintained Nursery School Resourced Placement Pathway). In order to quickly place and meet need, children will not require an EHCP to be eligible for a resourced maintained nursery school place, as it is expected that, as criteria for resourced provision has been met, children being placed will be assessed using the statutory frameworks, to ensure pathways into reception are considered at the earliest opportunity For children with an EHCP, maintained nursery schools will be consulted by LCC's SEND Team Upon placement, the current high needs funding agreement for the child will cease and the High Needs Support Team will be alerted by the maintained nursery school The placement process will be reviewed on an ongoing basis to ensure an equitable citywide offer Criteria for Children The Headteacher or SENDCo at Everton Nursery School and Family Centre will support transition to the next setting and bring to the attention of the local authority at the earliest opportunity any potentially deferred children The Accommodation for the Provision The accommodation will consist of an appropriate early years teaching and learning space for children with SEND, aged 2.5-5 years Staffing The provision will be overseen by the Senior Leadership Team of Everton Nursery School Individual children’s SEND support planning will be overseen by staff holding qualified teacher status Staff will have annual performance management reviews resulting in the writing of a development plan outlining their continuing professional development, to ensure that they are kept updated in the field of SEND, and early years provision.