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Politiques de l'école/du centre À l'école maternelle et au centre familial d'Everton, nous avons une gamme de politiques détaillées et inclusives qui sous-tendent la pratique et l'offre de haute qualité. Pour télécharger et lire certaines de nos politiques, veuillez cliquer sur les liens ci-dessous. Des copies papier de toutes les politiques de l'école/du centre sont disponibles sur demande auprès de notre équipe administrative. Admission Policy Behaviour Policy Charging and Remissions Policy Child Protection and Safeguarding Policy Code of Conduct Complaints Policy Curriculum Learning and Teaching Policy Equal Opportunities Racial Diversity Policy Equality Statement First Aid Policy ICT Policy Privacy Notice SEND Policy SEN Summary Uniform Policy Workplace Safer Recruitment Policy Debt Recovery Policy Adverse Weather/Snow and Ice Policy Attendance Policy

We are a SAFE School and Children's Centre ​Parents/carers should be aware that Everton Nursery School and Family Centre will take any responsible action to ensure the safety of its children. Protection et sauvegarde de l'enfance Nous sommes une école et un centre pour enfants SAFE Les parents/tuteurs doivent être conscients que l'école maternelle et le centre familial d'Everton prendront toutes les mesures responsables pour assurer la sécurité de leurs enfants. Dans les cas où le personnel de la crèche/du centre a des raisons de craindre qu'un enfant soit victime de mauvais traitements, de négligence ou d'autres formes d'abus, le directeur de l'école/le directeur du centre n'aura d'autre choix que de suivre les procédures de protection de l'enfance de Liverpool et informer les Services à l'enfance de la préoccupation. Les parents/tuteurs ne seront pas toujours pleinement informés des préoccupations à moins que le directeur/directeur du centre ne soit certain que la sécurité de l'enfant ne sera pas compromise en le faisant. Le responsable de la sauvegarde désigné est : Lesley Curtis (enseignante principale/responsable du centre) Les responsables adjoints de la protection désignés nommés sont : Faye O'Connor Paula Fagan Ruth Scully Le lien du centre pour enfants nommé pour la protection de l'enfance est : Paula Fagan Le gouverneur nommé responsable de la sauvegarde et de la protection de l'enfance est : Andrea Vaughan Le gouverneur nommé responsable des enfants pris en charge est : Ruth Scully Des copies de la politique de protection et de sauvegarde de l'enfance peuvent être obtenues auprès de l'école/du centre sur demande. Si vous avez des inquiétudes concernant la sécurité d'un enfant, vous pouvez parler à n'importe quel membre du personnel ou appeler Careline au : 0151 233 3029. Child Protection and Safeguarding Policy PANTS and The Underwear Rule: Learning about staying safe, keeping our private parts private and respecting the right to privacy – supported by content from the NSPCC. https://www.nspcc.org.uk/keeping-children-safe/support-for-parents/pants-underwear-rule/ https://www.nspcc.org.uk/keeping-children-safe/support-for-parents/pants-underwear-rule/pants-guides/ Children and young person guide to working together to safeguard children

Parent carer information forms letters and what to expect. Page des parents/tuteurs Formulaires et informations ADMISSIONS FORMULAIRE DE CANDIDATURE CODE DE CONDUITE RETARD EN MATERNELLE LIBRAIRIE DE JOUETS ET DE LIVRES À QUOI S'ATTENDRE DANS LES EYFS Lettres aux parents/tuteurs FORMULAIRE DE DÉCLARATION DES PARENTS GUIDE DES PARENTS SUR L'EYFS LIVRET D'INFORMATION POUR LES PARENTS 3-5 VÊTEMENTS DE RECHANGE LISTE DE PRIX UNIFORME TOILET TRAINING Commentaires des parents sur notre école maternelle Jacob se sent en sécurité, soutenu et aimé à la crèche, l'accès à trente heures d'éducation lui a permis de passer plus de temps à explorer et à apprendre avec ses pairs. Cette école offre l'environnement le plus merveilleux pour que les enfants apprennent, découvrent et apprécient l'éducation de l'enfance. Nous nous sentons tellement chanceux en tant que parents que Jacob soit pris en charge selon les normes les plus élevées, son dossier de travailleur familial nous a vraiment aidés à comprendre ses étapes et ses objectifs de développement. -Eliza Willis - Parent de Jacob Willis Bea a fait d'énormes progrès à la fois socialement et académiquement. Sa confiance est beaucoup plus élevée et nous n'aurions pas pu lui offrir un niveau de prestation aussi élevé. Nous n'aurions pas pu rêver meilleure vie pour notre petite fille. Bea aime l'espace extérieur, c'est l'une des nombreuses raisons pour lesquelles nous avons choisi cette école maternelle. -Sam McKenna Parent de Bea McKenna Heidi adore venir à la crèche et je ne remercierai jamais assez le personnel pour son dévouement, son soutien et son travail acharné pour s'assurer qu'Heidi progresse dans tous les domaines de son apprentissage. Les expériences qu'elle a à la crèche sont fabuleuses et la communication entre la maison et l'école est brillante. Merci! -Francine McArdle Parent de Heidi Hughes Ruby a toujours été très fatiguée et timide avec les nouvelles personnes, la routine scolaire et l'atmosphère positive ont permis à Ruby de s'entraîner et de devenir plus confiante. La quantité d'efforts déployés par les enseignants pour préparer des tâches aussi amusantes, créatives et imaginatives n'est pas passée inaperçue. Ruby me dit qu'elle aime jouer dehors, en tant que parent, je pense que l'espace extérieur est incroyable. Le père de Ruby et moi-même avons aimé lire des histoires et voir des photos de Ruby s'amusant tellement ! - Courtney Needham - Parent de Ruby Needham Enzo a bénéficié massivement de trente heures d'enseignement. Ses compétences linguistiques se sont tellement améliorées cette année, il parle maintenant mieux l'anglais que nous, il corrige même parfois nos erreurs. Enzo aime la routine scolaire et commence la journée avec un massage. La communication avec son professeur de classe et son assistant familial est excellente, je suis toujours convaincu qu'Enzo apprécie les écoles et toute préoccupation serait communiquée rapidement. -Maria Siqueira - Parent de Enzo Siqueira

The aim of our curriculum at Everton Nursery School and Family Centre is to encourage the all-round development of the child, socially, emotionally, physically, intellectually and spiritually in a safe, secure and stimulating environment through reference to the Early Years Foundation Stage. Curriculum L'objectif de notre programme à Everton Nursery School and Family Center est d'encourager le développement global de l'enfant, socialement, émotionnellement, physiquement, intellectuellement et spirituellement dans un environnement sûr, sécurisé et stimulant en se référant à l'étape de la fondation de la petite enfance. Nous nous engageons à garantir les normes d'apprentissage et d'enseignement les plus élevées possibles pour nos jeunes enfants à tout moment. Nous fournissons des environnements d'apprentissage utiles et inspirants pour que tous les enfants puissent jouer, apprendre et explorer. Nous regardons, écoutons et notons comment les enfants grandissent à leur propre rythme et les défions tout au long de leur séjour à notre école maternelle grâce à des expériences d'apprentissage soigneusement planifiées. Nous prévoyons d'utiliser le cadre « Development Matters » de Early Years Foundation Stage (EYFS) et d'offrir à tous les enfants des expériences d'apprentissage larges et équilibrées dans les sept domaines d'apprentissage et de développement - à l'intérieur comme à l'extérieur ! Planification des besoins des enfants Notre programme est soigneusement planifié pour les besoins de développement de tous les enfants de moins de 5 ans. La phase d'éducation pour les enfants âgés de 0 à 5 ans est appelée Early Years Foundation Stage, qui explore les caractéristiques des enfants d'un apprentissage efficace à travers sept domaines d'apprentissage et de développement: Communication et langage Arts expressifs et design L'alphabétisation Mathématiques Développement physique Comprendre le monde Développement personnel, social et émotionnel Curriculum learning and teaching policy The Early Years Foundation Stage is used to plan for the development of the whole child. The children’s interests are used as starting points to stimulate learning. L'Early Years Foundation Stage est utilisé pour planifier le développement de l'enfant dans son ensemble. Les intérêts des enfants sont utilisés comme points de départ pour stimuler l'apprentissage. Tous les domaines de l'apprentissage et du développement sont liés les uns aux autres et ont la même importance. À l'école maternelle et au centre familial d'Everton, nous reconnaissons pleinement que « les enfants se développent à leur propre rythme ». (Le développement compte, Early Education 2012) L'environnement d'apprentissage Bien que la crèche puisse ressembler à une salle de jeux informelle, tout a été sélectionné et mis en place dans un but précis. Tout est conçu pour aider les enfants à apprendre et à acquérir les compétences nécessaires. Par exemple ; l'enfilage de perles aide votre enfant à développer la reconnaissance des couleurs et des formes, le séquençage, la création de motifs et la coordination œil-main, en plus du plaisir créatif que l'expérience procure. Chaque enfant aura l'occasion d'expérimenter une variété de matériaux, d'équipements et d'activités, notamment de la peinture, des matériaux de collage, du sable, de l'eau, des jeux de construction petits et grands, des jouets du "petit monde" tels que des chemins de fer ou des maisons de poupées, des ordinateurs et d'autres équipements TIC. , de la pâte, des jeux, des puzzles, des stylos, des crayons, des crayons, du papier, une large gamme de livres de fiction et de non-fiction et des jeux de rôle. Les enfants ont accès chaque jour à notre vaste environnement extérieur soigneusement planifié et à certains moments de la journée peuvent choisir de rester à l'intérieur ou de sortir comme ils le souhaitent. Dehors, ils ont accès à des jouets à roulettes, du matériel d'escalade, du sable et de l'eau, des zones calmes, ainsi qu'à participer à la plantation et à l'entretien des espaces verts. Il y a une vaste surface de sécurité et une série de "collines" et de sentiers à explorer. Les enfants utilisent également la salle intérieure pour des activités de développement physique sur de gros appareils, et pour des activités de danse, de musique et de mouvement. Contribution de l'enseignant Chaque cours est dirigé par un enseignant expérimenté et hautement qualifié de Foundation Stage. Cet enseignant dirige une expérience d'apprentissage dirigée par un adulte au début des sessions du matin et de l'après-midi pour engager, intéresser et enflammer la passion des enfants pour l'apprentissage. Chaque enseignant est soutenu par un éducateur de la petite enfance qualifié de niveau 3. Les enseignants et les travailleurs familiaux assument le rôle de travailleur familial (travailleurs clés) auprès de l'enfant et de sa famille. Fichiers des travailleurs familiaux À Everton Nursery School, nous croyons que l'observation, la réflexion, l'évaluation et la documentation de l'apprentissage, des réussites et des réalisations des enfants sont des éléments cruciaux du programme Early Years Foundation Stage. Ce processus de documentation permet au personnel de tenir compte des progrès de chaque enfant pour planifier en conséquence les futures opportunités d'apprentissage afin de répondre aux besoins et au stade de développement de tous les enfants. Le personnel enregistre ces observations, réflexions et évaluations dans les dossiers individuels des travailleurs familiaux des enfants, qui sont tous deux à la disposition des parents/tuteurs à tout moment.

Online Safety is very important to us at Everton Nursery School and Family Centre. Sécurité en ligne La sécurité en ligne est très importante pour nous à Everton Nursery School and Family Centre. Voir ci-dessous divers liens pour vous aider à assurer votre sécurité et celle de vos enfants en ligne. _cc781905 -5cde-3194-bb3b-136bad5cf58d_ Nous avons récemment lancé notre propre chaîne You Tube. Pour protéger votre enfant tout en regardant You Tube, veuillez consulter le PDF affichant des instructions simples que vous devez suivre en tant que parents et soignants pour suivre et activer le "Restricted Mode' lors de l'utilisation de You Tube. Cela permet de bloquer le contenu mature ou inapproprié pendant que votre enfant navigue sur le site Web. Guide de restriction YouTube Pour un guide des parents sur Facebook, veuillez cliquer sur ici . Plus d'informations sur Facebook, Lien . Plus de guides de médias sociaux ici. Pensez-vous savoir est le programme éducatif de NCA-CEOP, une organisation britannique qui protège les enfants en ligne et hors ligne Thinkuknow Packs de sécurité en ligne à la maison Familles d'activités simples de 15 minutes peut faire pour soutenir la sécurité en ligne de son enfant à la maison. Les packs sont disponibles pour les 4 à 14 ans et plus. Les parents peuvent également regarder nos guides vidéo sur différents sujets de sécurité en ligne. Boîtes à outils de sécurité en ligne Thinkuknow Pour l'apprentissage en face à face : Petites activités et feuilles de travail basé sur nos packs d'activités à domicile que vous pouvez livrer en présentiel aux enfants et aux jeunes dans votre cadre scolaire. Les boîtes à outils peuvent être utilisées avec des enfants de 5 à 14 ans et plus. Pour plus d'informations sur une gamme de sujets liés aux TIC, y compris les médias sociaux, veuillez cliquer sur ici pour accéder à la page BBC Webwise. L'école maternelle et le centre familial d'Everton ont reçu il y a quelques années la marque de sécurité en ligne sécurisée à 360 degrés. Pour lire ou télécharger la politique de sécurité en ligne de notre école/centre, veuillez cliquer sur ici .

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 for 2025 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. Bienvenue à l'école maternelle et au centre familial d'Everton. Au nom de tout le personnel et des gouverneurs, je souhaite la bienvenue à tous les enfants et à leurs familles. Nous sommes impatients de travailler avec vous au cours de la prochaine année universitaire. L'école maternelle et le centre des enfants sont ouverts de 8h30 à 16h. Les appels téléphoniques à l'école maternelle et au centre pour enfants peuvent être pris en charge pendant cette période. En dehors de ces horaires, les téléphones et la réception ne sont pas pourvus. Si vous souhaitez signaler l'absence d'un enfant merci d'utiliser ParentMail ou de laisser un message sur le répondeur. A partir de septembre 2022 , veuillez noter que les zones d'attente pour les cours se font par deux entrées différentes. Les parents sont priés d'attendre dans les zones désignées la classe de leur enfant en distanciation sociale. Les enfants de la classe Spencer doivent attendre dans le parking du personnel avec leurs parents dans la rue Spencer. Les enfants de Cresswell et Heyworth doivent attendre dans la zone d'attente à l'arrière de l'école/du centre accessible par la porte du sentier Forest School depuis le parking visiteurs de Spencer Street. La porte d'entrée/sortie de Cresswell Street ne sera pas ouverte pendant que les enfants entrent et sortent des locaux. les horaires scolaires. Veuillez vous garer loin des portes de l'école (et non sur les lignes jaunes en zigzag interdisant le stationnement) ou utiliser le parking des visiteurs sur place ou vous garer loin de Spencer ou Cresswell Street et marcher jusqu'aux entrées de l'école pour assurer la sécurité de tous les enfants._cc781905 -5cde-3194-bb3b-136bad5cf58d_ Les horaires des cours sont les suivants : Cours Cresswell : début à 9h00 et fin à 15h00 les lundi, mardi, jeudi et vendredi. Le mercredi matin, le cours Cresswell commence à 9h00 et se termine à 12h00. et le cours Cresswell de l'après-midi commence de 12h15 à 15h15 le mercredi. Classes Spencer 1 et 2 : 9h00 départ et fin à 15h00 les lundi, mardi, jeudi et vendredi. Le mercredi matin, les cours Spencer commencent à 9h00 et se terminent à 12h00. et les cours Spencer de l'après-midi commencent de 12h15 à 15h15 le mercredi. Spencer 3 Center for Nurture Class commence à 9h00. et se termine à 15h. à l'entrée/sortie de la rue Spencer. Les cours Heyworth commencent à 9h. et sont accessibles depuis la zone d'attente à l'arrière de l'école/du centre et se terminent à 15h. le lundi, mardi, jeudi et vendredi ou 12h si vous avez une place le matin. Le mercredi matin, les cours Heyworth commencent à 9h00 et se terminent à 12h00. et les cours Heyworth de l'après-midi commencent de 12h15 à 15h15 le mercredi. Les places payantes ont de 8h à 13h. ou 13h à 17h15 heures de début et de fin. Notre service de petit-déjeuner a lieu dans le hall de l'école de 8h00 à 18h00. Veuillez patienter aux doubles portes près de la cuisine de l'école dans la rue Spencer et un membre du personnel recevra/conduira votre enfant par les doubles portes. Notre service périscolaire se trouve également dans le hall de l'école. Les enfants sont à récupérer au service périscolaire au plus tard à 17h15. Si les parents/tuteurs sont en retard pour récupérer leur(s) enfant(s) après l'école ou le jour de l'école principale, des frais de 5 £ par heure seront facturés. Aucun enfant ne doit quitter ses séances de garderie plus tôt que prévu, sauf s'il a un rendez-vous médical avec preuve du rendez-vous. L'enseignement maternel est financé pendant 15 heures pour certains 2 ans et 3 et 4 ans et 30 heures pour les 3 et 4 ans pour les parents qui travaillent. La présence et la ponctualité sont requises à toutes les séances. La mauvaise assiduité et la ponctualité seront remises en cause (comme requis par notre autorité locale) et pourraient avoir un impact sur la place de votre enfant. Actuellement, les visites de notre classe maternelle se font uniquement sur rendez-vous. En attendant, veuillez consulter ci-dessous les visites virtuelles de nos environnements d'apprentissage en classe. Heyworth sont nos classes 2-3 ans et Cresswell et Spencer sont nos classes 3-4 ans. Enfin, veuillez NE PAS entrer sur le site de l'école maternelle ou du centre pour enfants si vous considérez que vous présentez les symptômes du coronavirus. Si vous avez des questions ou des préoccupations, veuillez me contacter au evertonnsfc@evertoncentre.liverpool.sch.uk Cordialement L. Curtis Dr. Lesley Curtis OBE Chef d'établissement / Chef de centre 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 Choses à faire aujourd'hui Load More

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 Literacy Blog, written for Childminders By June Cargill (Childminder) As an Ofsted Registered Childminder with 29 years of experience in the Early Years Sector I know we are unique, being flexible for parents, with a development rich opportunity to offer life experiences and activities in readiness for children to attend school and become adults. Experiences in the first years of a child’s life are crucial and it is an honour to have that in our hands every day, nurturing, caring and sparking children’s imagination, interests and passions…… seeing them flourish and grow is a privilege to behold and we should, quite rightly feel proud. I also appreciate that working with the under-fives can sometimes be intuitive. We know what stages children should be at their expected development ages and that the diversity rich activities and experiences we give children encourage future skills for their next steps. Understanding in depth why we do what we do can be crucial to be able to reflect and review on our own setting as well as working with parents when we identify possible challenges and development delays. Our ongoing personal development is key to broaden our understanding of children’s development, learn new key findings from research undertaken for the early years and broaden our depth of understanding on children’s learning outcomes. There is an absolute wealth of evidence based information, videos, case studies and examples for best practice available you can read at your own pace, but did you know that researching, investigating and using the Education Endowment Foundation EEF Evidence Store shows that you are reflecting on your setting so make sure you add these to your personal development record. What does the evidence say? The Early Years Foundation Stage Framework Early years foundation stage (EYFS) statutory framework - GOV.UK refers to The Development Matters document, a non-statutory curriculum guidance…… ”It is crucial for children to develop a life-long love of reading. Reading consists of two dimensions: language comprehension and word reading. Language comprehension (necessary for both reading and writing) starts from birth. It only develops when adults talk with children about the world around them and the books (stories and non-fiction) they read with them, and enjoy rhymes, poems and songs together. Skilled word reading, taught later, involves both the speedy working out of the pronunciation of unfamiliar printed words (decoding) and the speedy recognition of familiar printed words. Writing involves transcription (spelling and handwriting) and composition (articulating ideas and structuring them in speech, before writing)” Development Matters - Non-statutory curriculum guidance for the early years foundation stage The Education Endowment Foundation Evidence Store also highlights the definition of Early Literacy Early Years | EEF “Literacy describes a range of complex skills. It includes the word-level skills of both word reading and spelling and the text-level skills of reading comprehension and writing composition. The overall aim of these skills is for an author to effectively communicate their message and for a reader to understand it. These literacy skills (word reading, spelling, reading comprehension, and writing composition) rely, to some extent, on the same underlying processes and are therefore linked. Learning to be a reader and writer relies on three broad underlying skills or areas of learning: speech, language, and communication skills; physical development, particularly fine motor skills; and executive function skills, including working memory and speed of retrieval from memory. The extent to which these processes are involved differs between aspects of reading and writing and at different points during literacy development. Educators working with early years children play a pivotal role in laying the foundations for literacy by facilitating the development of the skills above, helping children learn how to engage these processes so they work together and, in the latter part of the early years phase, teaching knowledge specifically for literacy (for example, letter-sounds and features of books). EEF | Early Literacy Approaches that support communication and language are fundamental to supporting children’s early literacy. Children with language weaknesses may need more support with such skills to facilitate their literacy learning. Children with language weaknesses include those with a language impairment and may include children with English as an additional language or those from lower income families. Educators should use their own professional judgement and seek additional guidance when applying early literacy approaches to these groups of children. These approaches that the Evidence Store referred to are as follows; I have added examples from my own practice to help unpick what may be unfamiliar words or reference: 1. Interactive reading: actions within the context of shared reading that encourage children to become an active participant in ‘reading’ the book; “Seeing children who are eager lead their own story time, we must recognise this is such an important part of their development. Seeing proof that our story times are fun, interactive and having an impact on their love of books is so rewarding. Having books accessible to children as a continuous provision and making “quiet areas” so children can take the opportunity to sit and look through books is an essential part of any setting. Try and identify a favourite book that children return to which can then assist planning for children’s next steps in Literacy and other development areas” 2. Teaching sound discrimination: supporting children to identify sounds and notice similarities and differences between individual sounds and groups of sounds; “My minded children love interactive sessions when we explore sounds, from their first letter of their name to practice pronunciation or rhyming words that extend their vocabulary but can end up made up words eg Bee, Me, Pee, Fee or Honey, Funny, Punny, Tunny. Satisfaction knowing you can not only extend children’s word knowledge but hear evidence when children giggle at words they understand are not real”. 3. Teaching sound manipulation: supporting children to break down, combine, and change sounds; Again like sounds, using rhyming word string is helpful and I enjoy using clapping to help identify syllables not only during adult let activities but throughout the day to help them “decode” words but I have found the children enjoy this approach and are eager participants. Children love the fact that I only get one clap for my name! Not only will you extend and introduce words like Rhinoceros, Hippopotamus and Tyrannosaurus instead of Rhino, Hippo or TRex but the opportunities to explore syllables are limitless. 4. Teaching sound-letter mapping: learning the written letters (graphemes) that go with particular letter-sounds (phonemes); “This is difficult to map the impact with mapping as evidence shows that children must have a good understanding of sound discrimination and manipulation but in my experience word labels, a self -registration board, name tags and resource labels are an important part of my setting. I can reflect that children that then move to pre-school can all recognise their printed name and are good at recognising printed words in their community 5. Teaching mark-making and letter formation: adults support children to use tools to make marks that represent their thoughts and ideas: “Communication, Language and Physical Development play a huge role in mark making, letter formation and Interactive writing. We all know that a young child who is unable to use palmar, tripod grip or with limited gross movements effectively can impact on all areas of Literacy in their future development. 6. Teaching sound-letter mapping: learning the written letters (graphemes) that go with particular letter-sounds (phonemes); “This is difficult to map the impact with mapping as evidence shows that children must have a good understanding of sound discrimination and manipulation but in my experience word labels, a self -registration board, name tags and resource labels are an important part of my setting. I can reflect that children that then move to pre-school can all recognise their printed name and are good at recognising printed words in their community What can we do? Given literacy’s reliance on other areas of learning, practitioners should be aware of a child’s development in all areas of the Early Years Foundation Stage (EYFS) essential to Early Literacy. We recognise that most of a child’s learning is in their home, we support and observe their development so working with parents is a major part of our role. Difficult conversations can take place when we identify a possible delay and parents do not agree or may be reluctant to see an issue. This can be difficult if as practitioners, we refer to development delays in a negative way. To inform parents that their child cannot use palmar grip effectively to hold a crayon in mark making, use one handed tools in play or mealtimes can counterproductive for their support at home. Negative communication with parents can be detrimental to parents understanding. Instead of stating what a child cannot do something use positive communication, saying that you are concentrating on palmar grip in all areas of play, independence and for meal times explaining, in turn this will develop the child’s ability to use one handed tools effectively, which in turn give them the hand strength abilities to start using mark making and writing skills…. helping parents see the goal you are supporting their child for. Offering suggestions for activities for example nursery rhyme bags, story sacks and books, suggest practical examples how parents can correct or encourage for example how the child holds a spoon and turn pages in a book. Send photographs during the day to see the activities first hand, offer information sheets or resources to borrow. Childminders are unique in knowing not only our children but their families too and can draw on this knowledge to adapt our strategy for home learning support. We know our families and in March 2025 the Government published “18% of children in working families were in low income” Households Below Average Income: an analysis of the UK income distribution: FYE 1995 to FYE 2024 - GOV.UK Knowing our families so well we can understand that buying resources and books could be difficult as well as finding “free” time outside of their working days so by way of sharing resources and ideas as well as embedding an Early Literacy rich environment in our setting is crucial. We also need to be aware of our community and the impact that can have on our minded children from English as an additional language, Areas of Deprivation, poverty and local areas of learning from parks, museums, places of interest and their accessibility for your minded children. I have added some further reading, evidence based practical information and Personal Development suggestions I hope you find useful and remember, log on your personal development 😊 References Early Years Foundation Stage Framework for Childminders EYFS statutory framework for childminders Development Matters Development Matters - Non-statutory curriculum guidance for the early years foundation stage Government Help for Early Years Providers Help for early years providers : Areas of learning The Education Endowment Foundation Evidence Store Early Years | EEF https://educationendowmentfoundation.org.uk/early-years/evidence-store/early-literacy The Governments Free Early Years Child Development Training with 7 modules to access at your own pace Early years child development training : Home page Strategic Partners Stronger Practice Hub Privacy Notice

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 ENGAGING GROWTH WITH ‘THE GARDEN CLASSROOM’ By Tracie Dowling My name is Tracie Dowling, I have worked in childcare for over 30 years. I’m an OFSTED Registered Childminder, Mentor for the Department of Education , Northwest Childminder Representative and Childminding Network Co-ordinator, PEEP Facilitator and Childminder Employer based in Liverpool. I employ an amazing assistant, Debbie and together we care for eight children under the age of five years. Throughout my career as a Registered Childminder, I have incorporated holistic learning into my practices. Over the years this has evolved, and I refer to my way of teaching as ‘The Garden Classroom’ which you can read about on my blog . Although this way of learning is primarily outdoors, the learning is year-long and therefore I have created ways of learning no matter the season. The Garden Classroom practices always incorporate the three prime areas of the Early Years Foundation Stage (EYFS) and the Characteristics of Effective Teaching and Learning. Read on to learn how I weave these key components into outdoor play. OUTDOOR LEARNING The Garden Classroom is a space where children can learn and grow, connecting to nature and the world around them. Outdoor exploration not only connects toddlers and babies with the seasons and everchanging weather, but also promotes physical activity, a sense of wonder, and an appreciation for the natural environment. Providing gardening activities for my children has proven to be great way to engage them with hands-on learning, including growing food from seed to plate, food sensory education , pond-dipping and lifecycles, and practicing sustainability through composting and recycling. The children learn vital skills such as adaptability and resilience by witnessing their environment going through the cycles. This helps them understand the concept of change and builds resilience in the face of transitions. In one area of our garden, we have a pet cemetery. Here, we have buried our family pets and other creatures who have come and gone. This space allows us to teach the children about the life-death cycle and accept change. Similarly, every year we experience frogspawn, giving us the opportunity to learn about birth and growth as we watch their little tails shrink and their legs grow. To support the children’s cognitive skills, we provide activities to observe and understand nature through investigation. The children’s favourite activities at the moment are pond dipping and growing and harvesting flowers, fruit, and vegetables. Some of the learning objectives within these activities are linked to lifecycles, categorising, comparison and pattern recognition in nature. Supporting the children to experience the wonders of changing seasons has a positive effect on their emotional well-being, mine, and Debbie’s too! The children take naps outside and participate in meditation while the birds are singing away. These activities provide opportunities for relaxation and promote a sense of calm and happiness. It is proven that spending time in nature has mental health benefits as well as emotional and physical benefits . SEASONAL LEARNING Every season and even every different day outdoors, brings a new set of sensory stimulation by exploring the sights, textures, aromas, even the noises of the natural world. The experiences are endless. The children love finding the strawberries and munching away, and there is no better taste than a sun-ripened cherry tomato, if they leave me any! Unfolding the characteristics of seasonal vocabulary during our activities also contributes to early language and provides children with the skills to articulate their observations and experiences. Whether its playing in the muddy puddles, counting the frogs or learning to sow seeds, the language opportunities are endless. The seasons are also a lovely way to promote cultural celebrations and traditions. We love the harvest festival where we like to gather our produce and share with our families, or Diwali where we cover the garden with lights and have a magical Diwali feast. There are many ways to weave cultural traditions into your very own Garden Classroom. “Lovely to watch her be so interested in how it grows. How she cares for it, and that she’s happy with the end result, we’ve even started growing our own strawberries and sunflowers at home” – Elsie’s Mum. By incorporating a Garden Classroom into your setting, your children can foster environmental awareness, develop a sense of responsibility and appreciation of the natural world, which in turn lays the groundwork for their future environmental consciousness. Seasonal changes spark natural curiosity and wonder within the children, giving them the opportunity for questioning and exploration, cultivating a mindset of inquiry and lifelong learning. The Education Endowment Foundation (EEF) The Early Years Toolkit brings together the best available evidence on key areas of learning and development. It can support all childminders when making decisions on how to improve learning outcomes. Physical development approaches | EEF educationendowmentfoundation.org.uk) Other research Useful resource: Garden activities for September :: The Garden Classroom - NurtureStore The Edible Garden – Alys Fowler (book and BBC Series 2010) Strategic Partners Stronger Practice Hub Privacy Notice

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

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 CONCEPT CAT Blog By Alex Gower-Jones. Role of the Strategic Childminder Lead Artist Name 00:00 / 15:41 Dr Diane Boyd talks to Tracie Dowling about the role of the Strategic Childminder Lead at Liverpool City Region and Beyond Stronger Practice Hub Strategic Role Are you looking to spend your Early Years Pupil Premium strategically? See our Resource 'Maximising the Impact of Pupil Premium in the Early Years' Reddish Vale Nursery School Blog Becoming physical development champions and beyond…. Let’s talk about books: A case study on interactive reading By Alex Gower-Jones. The benefits of outdoor play How childminders use outdoor spaces to enhance children’s learning outcomes. By Tracie Dowling. Exploring Understanding the world By Michelle Bennett. A Reflective Conversation By Emma Louise Scott, Maria Edge and Dr Diane Boyd The Garden Classroom ENGAGING GROWTH WITH ‘THE GARDEN CLASSROOM’ By Tracie Dowling Lost Words ‘Lost words’ reflected through the three pillars of sustainability and the SDGs. By Diane Boyd NELI Preschool programme Craig Bolton, Headteacher at East Prescot Road Nursery School, Liverpool, introduces the NELI Preschool programme. East Prescot Road Nursery School is a partner of the Stronger Practice Hub. Supporting self-regulation in the early years By Amanda Quirk Childminder Case Study By Julie Ellis Deysbrook Childminding Network By Tracie Dowling Autumn the time of apples and apple Juice! By Dr Diane Boyd Sharing gifted resource bags Childminding Network Video blogs 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! Strategic Partners Stronger Practice Hub Privacy Notice

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

Liverpool City Region and beyond Early Years Stronger Practice Hub Hub Home Events Programmes Documents Subscribe Newsletters Blogs Childminders Early Years Professional Development Programme 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