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پلی اتیلن آموزش و یادگیری PE اگرچه به عنوان یک مهدکودک نگهداری شده، ما حق دریافت حق بیمه ورزشی را نداریم، اما تمرکز واضحی بر آموزش و یادگیری PE برای همه کودکان داریم. ما تصدیق میکنیم که رشد فیزیکی یکی از حوزههای اصلی یادگیری EYFS است و درک میکنیم که رشد فیزیکی کودک پایهای برای یادگیری بسیار بعدی از جمله هنگام یادگیری نوشتن است. در نتیجه، ما متعهد هستیم که هر روز تجارب یادگیری فیزیکی هدفمند و محرک برای همه کودکان - هم در داخل خانه و هم در خارج از خانه - ارائه دهیم. برنامه رشد فیزیکی ما را دانلود و بخوانید. physical development policy

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

Supporting self-regulation in the early years Liverpool City Region and Beyond Early Years Stronger Practice Hub Hub Home Events Newsletters Blogs Programmes Documents Subscribe Childminders Recruitment Supporting self-regulation in the early years Amanda Quirk is an early years teacher and leader with over 30 years’ experience working with children 0 -5, early years teachers and educators in PVIs and schools. Amanda is an area lead for the DFE Experts and Mentors programme. In my role I am lucky enough to be out and about the North West, supporting many early years’ practitioners, leaders and managers. Working with young children post COVID has brought some even bigger challenges to us all. One current issue I have observed and I hear about is children who lack basic social skills, have poor emotional regulation, no impulse control, lack focus and are unable to adapt to different situations. These behaviours are closed aligned to self-regulation. I am not alone in worrying about this trend and what it may mean in the future for these children. The Early Years Foundation Stage statutory framework for group and school-based providers. January 2024, states. ‘Children should be supported to manage emotions, develop a positive sense of self, set themselves simple goals, have confidence in their own abilities, to persist and wait for what they want and direct attention as necessary.’ Self-regulation is what makes self-control possible. Without the skills linked to self-regulation, there is an inability to manage oneself and to control actions linked to strong emotions and feelings. This could lead to conflict with peers and adults, a brake down in friendships, and may become a barrier to learning. As early year’s educators, we are fortunate, in that we have a chance to work with children at their most receptive and responsive. This thought always gives me hope and the belief that in early years, we can be arbiters of change. The OFSTED report ‘Best Start in Life Part 2’ makes clear the research that supports links between strong PSED skills and academic success (follow the link below) Here are 3 key strategies that research advocates in supporting young children to start better self-regulation: Help children to name a range of different emotions. Use yourself, books and stores, pictures, mirror play, photographs and role play to name and recognise different emotions and feelings with children to extend their vocabulary. Help children to understand these different emotions. Talk about how different emotions look or feel like in order to help children better understand themselves. Model a range of feelings and emotions and how to deal with them. : Be a role model by demonstrating positive behaviours. Encourage empathy and understanding by discussing feelings and emotions with children, helping them develop their language and emotional intelligence. Co regulation before self-regulation. Initially narrate the problem and possible solutions with children, then gradually move on to coaching children through real life events that will help to develop language and strategies available to them independently. The good news is that we can teach self-regulation skills, and they can be learnt. The tools and resources you use may not cost a lot but will have a big impact on the lives of the children in your setting. If we help children to identify their emotions and teach strategies to help children to cope with how they are feeling or what is happening, we will be giving the life-long gift of being able to achieve goals and navigate life’s challenges. For further information and reading, please click the links below. OFSTED Research and analysis. Best Start in Life Part 2 Best start in life part 2: the 3 prime areas of learning - GOV.UK (www.gov.uk) EEF. Personal Social and Emotional Development. Approaches and practices to support Personal, Social and Emotional development in the Early Years EEF | Personal Social and Emotional Development (educationendowmentfoundation.org.uk) Strategic Partners Stronger Practice Hub Privacy Notice

Sensory Garden در هارمونی Blogs 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_ Blogs / Sensory Garden Everton Nursery Teacher Kate Doyle and Dr Diane Boyd present The Authentic development of a Sensory Garden through the 17 SDGs 1. The 'otherness' of the non-human world - highlighting worms! 2. Agency in Action – Children voicing their thinking through mark making. 3. Discovering recycling waste and contamination through a community visit. 4. Understanding Construction and Positioning of a Bug hotel in our garden. 5 Sparking interest through visiting Everton Park Nature Garden in our neighbourhood 6. The Fix-it Shop! Shopping lists, money, decision – making in action. 7. Sensory cognitive explorations using recycleable sustainable resources through tyres, hurricanes and the rain! 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 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

Liverpool City Region and beyond Early Years Stronger Practice Hub Hub Home Events Programmes Documents Blogs Childminders Early Years Professional Development Programme Newsletters Recruitment Subscribe Recruitment Early Years Experts and Mentors Learn More Here. The Liverpool City Region and beyond Early Years Stronger Practice Hub is one of 18 DfE designated Stronger Practice Hubs across England. The Liverpool City Region Hub will cover the Liverpool City region Local Authorities and Beyond , offering bespoke support, EEF evidence informed training opportunities as well as conferences and opportunities to network with others working in Early Years. The hub is fully funded, meaning the offer will always be free to those who take part. The team running the hub are all working within the schools/settings currently and want to offer support across the whole Early Years sector. If you are a childminder, working in a PVI or school/maintained nursery class and would like more information and to join our network, please sign up to the hub here: Subscribe Events Liverpool City Region and Beyond Learn More Programmes Liverpool City Region and Beyond Learn More Documents Liverpool City Region and Beyond Learn More Blogs Liverpool City Region and Beyond Learn More Childminders Liverpool City Region and Beyond Learn More EYPDP Liverpool City Region and Beyond Learn More Newsletters Liverpool City Region and Beyond Learn More Recruitment Recruitment opportunities at the Liverpool City Region Stronger Practice Hub. Learn More Early years stronger practice hubs provide advice, share good practice and offer evidence-based professional development for early years practitioners. They are part of the early years education recovery support package, which also includes the early years experts and mentors programme. The early years stronger practice hubs programme is supported by the Education Endowment Foundation and the National Children’s Bureau. It is funded for 2 years, until late 2024. More information, along with our privacy notice for the programme, is available on the National Children’s Bureau website. Hubs support other nurseries and childminders in their area to adopt evidence-based practice improvements by: * establishing local networks of early years educators to share knowledge and effective practice * sharing information and advice on evidence-based approaches – for example, through newsletters, blogs and social media * acting as a point of contact for bespoke advice * signposting to other funded support * working with the Education Endowment Foundation to select evidence-based programmes to fund and make available to nurseries and childminders Hub locations There are 18 hubs in total – 2 in each of the 9 government office regions across England. Each hub consists of a lead setting and up to 4 partners . Early Years Stronger Practice Hubs will support other early years settings in the designated areas to improve outcomes for children in their local area across the EYFS, but specifically focusing on areas of development that research informs us have been most impacted by COVID-19: personal social and emotional development (PSED); communication and language, and early literacy and maths. Each Hub is led by a group-based (school-based, private, voluntary, or independent) early years provider. The Department’s ambition is for Hubs to be evenly distributed across England, with two Hubs in each of the nine government office regions. Everton Nursery School and Family Centre have been successfully appointed as one of the 6 new DfE Early Years Stronger Practice Hubs, and will lead the Liverpool City Region and Beyond Stronger Practice Hub supporting 11 Local Authorities surrounding Liverpool City Region. There will also be an opportunity to gain coaching and mentoring with early years specialists through the Stronger Practice Hubs as well as CPD and workforce development opportunities. Strategic Partners Stronger Practice Hub Privacy Notice

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.

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 Case Study Julie Ellis By Julie Ellis As a childminder I am very happy that we now have a support group from the Stronger Practice Hub in our local area, especially promoting communication and language. I enjoy networking with the childminding group in the Deysbrook Drop in, Library and other events. At the drop in each week, we enjoy songs and story time using the lovely resources we received through the Stronger Practice Hub. As childminders we share the resources and take turns to put the activities into practice with our minded children and share ideas with each other on how to use the resources. The insert in each bag was great so we could make sure we were able to gain the most out of the activities. June and Tracie (Strategic childminder leads for the Stronger Practice Hub) have both been a great support over the months. As the Childminder Lead, June gave me the correct information and guidance with Ofsted and polices to support my practice further as a childminder. Tracie was able to support me in her DfE Mentor role for my next inspection. My confidence was low after my last inspection but June and Tracie encouraged me to lead story sessions which made me feel more confident in my ability to show how good I am at my job which helped me have a positive inspection which I was very grateful for. This also allowed me the confidence to join a Local Authority Working group. Having June as a contact and then being part of the WhatsApp group has been great as there is so much support from everyone and the Hub also helps with training needs on childminder related issues e.g. children’s behaviour and emotions. I am also able to share my outdoor and gardening experience events with other childminders. Having easy access to a Wellcomm Bag has been invaluable as this has saved me time travelling to my nearest Children’s Centre to book a bag out, plus I do not have to rush to return the pack. I tell people I have a pack so I can share and I promote the Hub all the time. Other Reading to supplement my knowledge: https://child-development-training.education.gov.uk/about/module-4 https://educationendowmentfoundation.org.uk/early-years/evidence-store/communication-and-language https://educationendowmentfoundation.org.uk/early-years/evidence-store/early-literacy https://educationendowmentfoundation.org.uk/early-years/high-quality-interactions Julie Ellis Ofsted Registered Childminder Liverpool Strategic Partners Stronger Practice Hub Privacy Notice

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_ Σόφι Πλαμπ Τζον-Κόνολι Alex Holladay Γκάρεθ Τουιγκ Αλεξάνδρα Νταν نحوه تماس با In Harmony Liverpool: تلفن: 07800 873981 www.liverpoolphil.com/inharmonyliverpool www.twitter.com/IHLiverpool https://www.facebook.com/LiverpoolPhilharmonic

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

At Everton Nursery School, we are committed to ensure the highest possible standards of learning and teaching for our young children at all times. مهد کودک 2-5 ساله برنامه درسی ما در مهد کودک اورتون، ما متعهد هستیم که بالاترین استانداردهای ممکن یادگیری و آموزش را برای کودکان خردسال خود در همه زمانها تضمین کنیم. به عنوان an مدرسه برجسته (اخیراً توسط Ofsted در اکتبر 2018 مورد قضاوت قرار گرفت)، ما محیط های یادگیری هدفمند و الهام بخش را برای همه کودکان برای بازی، یادگیری و کاوش فراهم می کنیم. ما نگاه میکنیم، گوش میدهیم و متوجه میشویم که چگونه کودکان با نرخهای خودشان رشد میکنند و آنها را در طول مدتی که در مهد کودک خود در مهد کودک خود میگذرانند از طریق تجربیات یادگیری با برنامهریزی دقیق به چالش میکشیم. ما برنامهریزی کردهایم از چارچوب «مسائل توسعه» مرحله بنیاد سالهای اولیه (EYFS) استفاده کنیم و همه کودکان را با تجارب یادگیری گسترده و متعادل در هر هفت حوزه یادگیری و رشد - چه در داخل و چه در خارج از خانه - مجهز کنیم! پرونده های کارگر خانواده در مهد کودک اورتون، ما معتقدیم که مشاهده، انعکاس، ارزیابی و مستندسازی یادگیری، موفقیتها و دستاوردهای کودکان از عناصر حیاتی برنامه درسی مرحله اولیه سالهای اولیه است. این فرآیند مستندسازی، کارکنان را قادر میسازد تا پیشرفت تک تک کودکان را در نظر بگیرند تا بر اساس آن برای فرصتهای یادگیری آینده برنامهریزی کنند تا نیازها و مرحله رشد برای همه کودکان برآورده شود. کارکنان این مشاهدات، بازتابها و ارزیابیها را در پروندههای انفرادی کارگر خانواده کودکان ثبت میکنند، که هم در هر فرصتی در دسترس والدین/مراقبان قرار میگیرد و هم در زمان انتقال به مدرسه ابتدایی با هر کودک منتقل میشود. کارکنان ما هر یک از کارکنانی که در مدرسه مهد کودک اورتون کار می کنند، در آموزش سال های اولیه بسیار آموزش دیده و ماهر هستند. آموزش کودکان توسط یک معلم باتجربه سال های اولیه با هدایت می شودوضعیت معلم واجد شرایط که با همکاری تعدادی از مربیان ماهر و آگاه در دوران کودکی کار می کند. مشارکت با والدین و مراقبین در مهد کودک و مرکز خانواده اورتون، ما متعهد هستیم که در همکاری نزدیک با والدین و مراقبین خود کار کنیم تا به پایههای محکمی که در سالهای اولیه کودک گذاشته شده است ادامه دهیم._cc781905-5cde-3194-bb3b -136bad5cf58d_ ما تصدیق می کنیم که والدین / مراقب کودک مهمترین فرد در زندگی کودک هستند. این دلیل اساسی است که مبنای رویکرد کار مشارکتی ما است تا اطمینان حاصل شود که همه کودکان را قادر میسازیم تا به پتانسیل کامل خود دست یابند. حضور در مهد کودک حضور عالی در مهد کودک برای همه کودکان ضروری و مورد انتظار است. به عنوان یک مهدکودک نگهداری شده، ما به انتظار حضور 97 درصدی محلی و ملی پایبند هستیم. همه حضور و غیاب بچه ها تحت نظارت قرار می گیرد و اگر این میزان کمتر از 97 درصد باشد، متعاقباً به چالش کشیده می شود و مدرسه سیستم روشنی برای به چالش کشیدن غیبت مداوم دارد. مدرسه برای جمعبندی درصد حضور در کلاس و کل مدرسه بهصورت دورهای به همه والدین و مراقبان نامه مینویسد. جدیدترین نمونه این نامه را میتوانید با کلیک کردن روی بیابید.اینجا . درخواست برای یک مکان در مهد کودک اورتون... برای درخواست محل مهد کودک، روی لینک زیر کلیک کنید تا فرم درخواست ما را دانلود کنید. لطفاً این فرم را تکمیل کرده و همراه با یک کپی از شناسنامه فرزندتان به مهد کودک اورتون بازگردید. Nursery Application Form

At Everton Nursery School, we engage children in their learning through their interests. Teachers use these interests to plan active and creative learning experiences that develop children's listening and attention skills. رویکرد ما به آموزش و یادگیری دانش صدا و پژواک در مهد کودک اورتون در مهد کودک اورتون، ما کودکان را درگیر یادگیری آنها می کنیم از طریق منافع خود معلمان از این علایق برای برنامه ریزی استفاده می کنند تجارب یادگیری فعال و خلاق که کودکان را توسعه می دهد مهارت های گوش دادن و توجه معلمان از راهنمایی «Little Wandle Letters and Sounds Revised» برای تقویت آموزش و یادگیری استفاده می کنند. معلمان تعادلی از تجربیات تحت رهبری کودک و بزرگسالان را برای همه کودکان فراهم می کنند که انتظارات برنامه درسی "ارتباطات و زبان" و "سواد" را برآورده می کند. این تجربیات روزانه عبارتند از: · Sharing high-quality stories and poems _cc781905-5cde-3194- bb3b-136bad5cf58d_ · Learning a range of nursery rhymes and action rhymes_cc781905-5cde-3194 -bb3b-136bad5cf58d_ · Activities that develop focused listening and attention (including oral blending)_cc781905 -5cde-3194-bb3b-136bad5cf58d_ · _cc781905-5cde-3194-bb3b-138d1905c5-1365-1365-1365-1365-1365-136-136-5-5-3-136-1365-136-5-1365-136-5-5-5-1365-1365-136-5-136-5-136-138-5-1365-1365-1365-136-138-5-136-136-5-136-5-136-5-6 برای کودکانی که اعتماد به نفس بیشتری در ارتباط صداها دارند به نامه ها و کسانی که در مراحل اولیه خواندن هستند، ما یادگیری آنها را از طریق معرفی به چالش می کشیم فرصت های یادگیری مناسب سن و مرحله بیشتر هم در داخل و هم در فضای باز. ما می خوانیم و به اشتراک گذاری گسترده ای مجموعه ای از کتاب ها با کودکان که بر هر دو تمرکز دارند متن داستانی و غیر داستانی ما کودکان را به چالش می کشیم دانش آوایی از طریق مقدمه و درگیر شدن ژانرهای مختلف نوشتاری به طوری که کودکان درک عمیق و مطمئنی از حروف، صداها، کلمات، متن و اطلاعات به دست آورید. کودکان در کلاسهای مهد کودک در جلسات روزانه «معلم رهبری» شرکت میکنند که از طریق آن مفاهیمی مانند ریتم و قافیه بیشتر توسعه مییابد. در سرتاسر محیطهای آموزشی داخلی و خارجی، کودکان این فرصت را دارند که طیف وسیعی از منابع با کیفیت بالا را کشف کنند تا دانش خود را در مورد حروف و به نوبه خود، صداهای آنها به طور مداوم توسعه دهند. تجاربی مانند "در هماهنگی" و "کوک کردن" با نوازندگان فیلارمونیک در محل و موسیقی و حرکت با کارکنان مهد کودک نیز از توانایی کودکان برای تنظیم صداها پشتیبانی می کند. کودکان مجموعهای غنی از قافیههای مهد کودک و قافیههای اکشن را تجربه میکنند که شامل تجارب چند حسی میشود، مانند قافیههای اکشن که در آن کودکان باید کف زدن، ضربه زدن به زانو یا ضربات پا را اضافه کنند یا به شیوهای خاص حرکت کنند._cc781905-5cde-3194-bb3b -136bad5cf58d_ برای اطلاعات بیشتر در مورد Little Wandle Letters and Sounds لطفاً به: https://www.littlewandlelettersandsounds.org.uk Sharing high-quality stories and poems Learning a range of nursery rhymes and action rhymes Activities that develop focused listening and attention (including oral blending) Modelling high-quality language during daily interactions. Phonics For children who are more confident in linking sounds to letters and who are at the early stages of reading, we challenge their learning through the introduction of more age and stage appropriate learning opportunities both indoors and outdoors. We read and share a broad range of books with the children that focus on both fiction and non-fiction text. We challenge children's phonetical knowledge through the introduction and engagement of different writing genres so that children gain a deep and secure understanding of letters, sounds, words, text and information. Children in the Nursery School classes engage in daily ‘Teacher led sessions’ through which concepts such as rhythm and rhyme are developed further. Throughout the indoor and outdoor learning environments, children have the opportunity to explore a range of high-quality resources to continuously develop their knowledge of letters and, in turn, their sounds. Experiences such as ‘In Harmony’ and ‘Tuning In’ with the Philharmonic musicians on-site and Music and Movement with the Nursery Staff also support children’s ability to tune in to sounds. Children experience a rich repertoire of nursery rhymes and action rhymes that include multi-sensory experiences, such as action rhymes in which children have to add claps, knee pats or foot stamps, or move in a particular way.   For more information about Little Wandle Letters and Sounds please visit: https://www.littlewandlelettersandsounds.org.uk Please see the Little Wandle Nursery yearly plan that Everton Nursery School children mostly follow apart from that we do not expose children to Little Wandle 'picture cards' as the planning states. We do not use the Little Wandle picture cards as not all children will continue the Little Wandle Journey into reception so our approach is responsive to this knowledge.