Interactive stories from Booktrust the UK’s largest children’s reading charity داستان های آموزشی در خانه اعتماد کتاب داستان های تعاملی از Booktrust بزرگترین موسسه خیریه کتابخوانی کودکان در بریتانیا. برخی از سگ ها انجام می دهند بچه های جغد غرش در جنگل باز کردن Very Carefully منf شما خوشحال هستید و آن را می دانید

Liverpool City Region Early Years Stronger Practice Hub Hub Home Events Newsletters Blogs Programmes Documents Subscribe Childminders Recruitment The Liverpool City Region 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 >Visit the National Early Years Stronger Practice Hubs Website< Events Watch this space for future events Learn More Programmes Communication, language and literacy programmes Learn More Blogs Learn More Childminders Free advice, support and training for childminders Learn More Subscibe Liverpool City Region and Beyond Stronger Practice Hub Sign Up Page Learn More Newsletters Providing practical information from educators across the Liverpool City Region Learn More Recruitment Recruitment opportunities at the Liverpool City Region Stronger Practice Hub. Learn More Documents Hubs working with the Education Endowment Foundation Learn More Early years stronger practice hubs provide advice, share good practice and offer evidence-based professional development for early years practitioners. They are part of the early years education recovery support package, which also includes the early years experts and mentors programme. The early years stronger practice hubs programme is supported by the Education Endowment Foundation and the National Children’s Bureau. It is funded for 2 years, until late 2024. More information, along with our privacy notice for the programme, is available on the National Children’s Bureau website. Hubs support other nurseries and childminders in their area to adopt evidence-based practice improvements by: * establishing local networks of early years educators to share knowledge and effective practice * sharing information and advice on evidence-based approaches – for example, through newsletters, blogs and social media * acting as a point of contact for bespoke advice * signposting to other funded support * working with the Education Endowment Foundation to select evidence-based programmes to fund and make available to nurseries and childminders Hub locations There are 18 hubs in total – 2 in each of the 9 government office regions across England. Each hub consists of a lead setting and up to 4 partners . Early Years Stronger Practice Hubs will support other early years settings in the designated areas to improve outcomes for children in their local area across the EYFS, but specifically focusing on areas of development that research informs us have been most impacted by COVID-19: personal social and emotional development (PSED); communication and language, and early literacy and maths. Each Hub is led by a group-based (school-based, private, voluntary, or independent) early years provider. The Department’s ambition is for Hubs to be evenly distributed across England, with two Hubs in each of the nine government office regions. Everton Nursery School and Family Centre have been successfully appointed as one of the 6 new DfE Early Years Stronger Practice Hubs, and will lead the Liverpool City Region Stronger Practice Hub supporting 11 Local Authorities surrounding Liverpool City Region. There will also be an opportunity to gain coaching and mentoring with early years specialists through the Stronger Practice Hubs as well as CPD and workforce development opportunities. Email: SpHubNW@evertoncentre.liverpool.sch.uk Strategic Partners Stronger Practice Hub Privacy Notice

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

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School application form 1/3 Everton Nursery School and Family Centre Child Application Form Child's First Name* Child's Last 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 * 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 Other PM. (Preferred sessions required (although your choice cannot be guaranteed) * Mon Tues Wed Thurs Frid Other 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

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

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

Everton Nursery School and Family Hub 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 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. 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 Family Hub 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 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. 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

Liverpool City Region and Beyond Early Years Stronger Practice Hub Hub Home Events Newsletters Blogs Programmes Documents Subscribe Childminders Recruitment Do something BIG, work with small children - early years recruitment campaign now live! The Department for Education’s early years and childcare recruitment campaign is now live: ‘Do something BIG. Work with small children.’ The campaign aims to raise the profile of the sector and showcase the important contribution made by early years professionals in preparing young children for school and beyond. It is a multi-channel broadcast campaign, running across TV, cinema, social media, online, radio and out of home advertising to boost interest in the sector and support the recruitment of talented staff. The campaign will point people to a newly launched early years careers website which includes information on the opportunities out there to build a fulfilling career in nurseries, pre-schools or as a childminder. ACTION 1: Upload vacancies to Find a job The campaign and website direct users to DWP’s Find a job platform (which is free to use) to search for roles in their area. We want to ensure as many roles as possible are available to potential applicants in one place. We therefore strongly encourage you to ensure all current or upcoming roles in your setting are listed on Find a Job. Please watch these video tutorials to help you create an employer account and post your jobs. You should use the term ‘early years’ in the title of your job adverts and select ‘Education jobs’ for the job category. This will ensure your vacancies are seen by a large pool of potential candidates. ACTION 2: Help us to promote the campaign We’d be grateful for any support you can offer in promoting the campaign locally. Please use the dropbox of campaign assets to amplify the campaign across your networks and tag all social posts with #DoSomethingBig. The campaign TV advert can also be accessed here . We’ll also be sharing a campaign toolkit with you shortly that contains further assets you can download and use for your own promotional and recruitment needs. If you have any questions about the campaign, please email earlyyears.careers@education.gov.uk . Foundation Years is funded by the Department for Education and brought to you by Coram Family and Childcare and Hempsall's. Strategic Partners Stronger Practice Hub Privacy Notice

در هارمونی UNESCO SDG 1 LINK SDG 1 Sustainable Development Goals. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 Home | Climate Action Strategy | Case Studies | Curriculum Resources | Blog and Video Logs

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