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EYSH SDG 15 | ENSFC Na Harmony UNESCO SDG 15 LINK SDG 15 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

EYSH SDG 7 | ENSFC Na Harmony UNESCO SDG 7 LINK SDG 7 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

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

EYSH SDG 5 | ENSFC Na Harmony UNESCO SDG 5 LINK SDG 5 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

Supporting self-regulation in the early years 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 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 currently works as EYFS Lead for the Liverpool City Region and Beyond Early Years Stronger Practice Hub, is EYFS lead for Generate Teaching School, and 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

Early Years Sustainable Hub Na Harmony Mail Email: sphubnw@evertoncentre.liverpool.sch.uk Na Harmony Liverpool sitere n'ike mmụọ nsọ nke Venezuela's El Sistema ma na-eji egwu egwu egwu na-eme ka ahụike, agụmakwụkwọ na ọchịchọ nke ụmụaka na ndị ntorobịa nọ na Everton. N'ịbụ onye guzosiri ike na 2009 na Faith Primary School na ụmụaka 84, Na Harmony Liverpool agbasawanye nke mere na ihe karịrị ụmụaka 700 na ndị na-eto eto dị afọ 0-18 na ezinụlọ ha na-ekere òkè ugbu a na egwu orchestral-eme nke kachasị mma kwa izu, n'efu. n'ime na n'èzí ụlọ akwụkwọ. Ime egwu na-ewere ọnọdụ na Faith Primary School, The Beacon CE Primary School, Everton Nursery School na Family Center, All Saints Catholic Primary School, Anfield Children's Center na Liverpool Philharmonic na Friary, ebe mmeghari anyị na West Everton._cc781905-5cde- 3194-bb3b-136bad5cf58d_ Featured Resources UNESCO Sustainable Development Goals Early Years Sustainable Resource External Links Taking action to protect our planet can start at any age. Eco-Schools designed specifically for the littlest of learners and nursery practitioners Eco-Schools National Trust Find natural play areas, go exploring on buggy-friendly paths and spot lots of wildlife along the way with The National Trusts pick of gardens that the whole family can enjoy Count Your Carbon is the nation’s first free, full scope carbon emissions calculator built for – and in collaboration with – nurseries, schools, and colleges. Count Your Carbon Home | Climate Action Strategy | Case Studies | Curriculum Resources | Blog and Video Logs

Welcome to Everton Children's Centre Opening Hours: Monday 8:30 am–4:30 pm Tuesday 8:30 am–4:30 pm Wednesday 8:30 am–4:30 pm Thursday 8:30 am–4:30 pm Friday 8:30 am–4:30 pm Saturday Closed Sunday Closed Telephone: 0151 233 1969 Childrens Centre Home | Help and Advice | Family Activities | Splash Pool Activities Ọrụ a bụ akụkụ nke Liverpool City Region ESF Ways to Work Program ma bụrụ akụkụ nke European Social Fund na Initiative na-ahụ maka ndị ntorobịa na-enweta ego. Ihe omume a na-achọ ịkwado ndị obodo na-arụ ọrụ site n'ịchọ ọrụ, nkuzi na nduzi, ahụmahụ ọrụ, ọzụzụ, nkà mmepe na ozi, ndụmọdụ na nduzi. Nnọọ na Ebe Ezinụlọ anyị Dị ka ụlọ ụmụaka 'pụrụ iche' dị ka Ofsted kpere na nso nso a na Jenụwarị 2011, anyị na-enye nkwado maka ndị nne na nna ga-abụ na ụmụaka na-erubeghị afọ ise na ezinụlọ ha. Ntinye ngwa ngwa Ndị ọrụ ezinaụlọ na ndị ọrụ mmekọ obodo dabere na Everton ka ha na ndị nne na nna na ndị nlekọta nọ n'ime obodo rụkọọ ọrụ iji nyere aka kwalite ndụ ezinụlọ. Ebe ụmụaka anyị bụ otu n'ime ebe ụmụaka iri abụọ na isii dị na Liverpool. Ebe ụmụaka na-achịkọta nlekọta, agụmakwụkwọ, ahụike, mmepe obodo na ọrụ ezinụlọ maka ezinụlọ nwere ụmụaka na-erubeghị afọ ise. Otu ndị ọrụ anyị na ezinụlọ na ndị obodo na-arụkọ ọrụ ọnụ iji weta ihe mmụta, ahụike na ọdịmma ụmụaka kacha mma. Anyị tụkwasịrị obi na oge gị Everton Nursery School na Family Center ga-atọ ụtọ ma na-akpọ gị òkù ka ị tinye aka na mmemme anyị. Ọrụ maka Ezinụlọ Everton Nursery School na Ebe Ezinụlọ na-enye ọtụtụ ọrụ gụnyere maka ezinụlọ. Ọtụtụ ọrụ nkwado ahụike na ndị nne na nna na-enye obere ego maka ezinụlọ. Ọzụzụ ụlọ mposi - Usoro mmemme a na-ewu ewu nke ukwuu na-aga nke ọma n'ịkụziri ndị nne na nna ka ha nyere ụmụaka aka ịdị njikere maka ụlọ akwụkwọ ma pụọ nappies. Nkwado Ezinụlọ - Ndị ọrụ anyị nwere ahụmahụ dị ukwuu na nkwado ezinụlọ. Anyị na-enye nleta ezinaụlọ n'ebe ọ dị mkpa. Onye ọbịa ahụike gị ma ọ bụ midwife nwere ike ibuga gị na etiti ahụ. Ị nwekwara ike daa ma ọ bụ banye na ịrịọ otu n'ime ndị otu anyị nwere ezigbo enyi maka nkwado. Ahụike na ọdịmma - Ihe nkwalite ahụike na ihe omume gbasara ahụike eze, iri ahụ ike na mmega ahụ, mmepe ụmụaka na ozi ịzụ nwa. A na-eme ụlọ ọgwụ ndị ọbịa ahụike na saịtị anyị n'ehihie Tuzdee ọ bụla. A na-eme ntinye akwụkwọ nke midwife na nnọkọ na saịtị kwa ụbọchị Tuzdee niile. Jikere maka nwa gị - Oge atọ emere n'oge ikpeazụ nke afọ ime gị. Anyị na midwife na-arụkọ ọrụ ọnụ iji nyere gị aka ịkwado maka ọbịbịa nwa gị. Ndị na-ahụ maka ọgwụgwọ okwu na asụsụ na-enye na ọgwụgwọ saịtị yana nkwado na nhọpụta edobere. Enyemaka izizi ụmụaka maka ndị nne na nna Ebe etiti a na-anabata enyemaka izizi ụmụaka maka ndị nne na nna ka ha zụọ ya na akụkụ a dị mkpa nke ilekọta ụmụaka. Ihe mberede na-eme, mmemme a ga-egosikwa gị otu ị ga-esi nwee obi ike n'imeso ihe omume na mgbe ị ga-akpọ ndị ọrụ mberede. Ọmụmụ na nlekọta - Dịka nne ma ọ bụ nna ma ọ bụ onye na-elekọta nwa, ị bụ isi ihe na-emetụta ntolite nwa gị. Ihe omume mmụta na nlekọta nke nwata dị iji nyere gị aka n'ọrụ a dị mkpa. Ndị a gụnyere: Nọrọ wee gwuo egwu - Nke a ga-enyere nwa gị aka ịmụta ka ya na ụmụaka ndị ọzọ na-akpakọrịta. Akụkọ na Rhyme - Ndị a bụ ohere magburu onwe ya iji mee ka nwa gị zụlite ịhụnanya maka akwụkwọ na ịmalite ịmụta ijide uche ya na ige ntị na obere akụkọ. Ụmụaka ga-amụtakwa ọtụtụ egwu egwu ọhụrụ n'ime izu. Oge Tummy - Nke a bụ mmemme ọhụrụ maka etiti ahụ. Anyị na-ewepụta mmemme a iji nyere ndị nne na nna aka inwekwu obi ike n'ịgba baby gwuo egwu n'afọ ha mgbe ha mụrụ anya. N'oge na-adịghị anya, ụmụaka ga-amụta ka esi tụgharịa na iri arị site n'ọkwa afọ. Tots Na Harmony - Maka ụmụ ọhụrụ na ụmụaka na-erubeghị afọ 3. Oge egwu mara mma nke ndị na-egwu egwu maara ma ghọta ka ụmụaka si amụta site na egwu. Emebere nnọkọ ndị a kwa izu iji kwado ndị nne na nna n'ikiri ka nwa gị si amụta ihe site na egwu. Ụlọ ihe mmetụta - Ime ụlọ a na-adọrọ adọrọ dị maka nne na nna anyị niile nọ n'obodo. Hapụ nwa gị ka ọ na-agagharị n'enweghị nsogbu na mpaghara egwuregwu dị nro yana inyocha ọkụ na isi mmiri agba. Onyinye anyị Anyị na-enye mmalite kacha mma maka nwa gị yana ọtụtụ ọrụ na mmemme dị elu n'efu ka gị na ezinụlọ gị nwee ọ enjoyụ. Activities Ọrụ a bụ akụkụ nke Liverpool City Region ESF Ways to Work Program ma bụrụ akụkụ nke European Social Fund na Initiative na-ahụ maka ndị ntorobịa na-enweta ego. Ihe omume a na-achọ ịkwado ndị obodo na-arụ ọrụ site n'ịchọ ọrụ, nkuzi na nduzi, ahụmahụ ọrụ, ọzụzụ, nkà mmepe na ozi, ndụmọdụ na nduzi. Nnọọ na Ebe Ezinụlọ anyị Dị ka ụlọ ụmụaka 'pụrụ iche' dị ka Ofsted kpere na nso nso a na Jenụwarị 2011, anyị na-enye nkwado maka ndị nne na nna ga-abụ na ụmụaka na-erubeghị afọ ise na ezinụlọ ha. Ntinye ngwa ngwa Ndị ọrụ ezinaụlọ na ndị ọrụ mmekọ obodo dabere na Everton ka ha na ndị nne na nna na ndị nlekọta nọ n'ime obodo rụkọọ ọrụ iji nyere aka kwalite ndụ ezinụlọ. Ebe ụmụaka anyị bụ otu n'ime ebe ụmụaka iri abụọ na isii dị na Liverpool. Ebe ụmụaka na-achịkọta nlekọta, agụmakwụkwọ, ahụike, mmepe obodo na ọrụ ezinụlọ maka ezinụlọ nwere ụmụaka na-erubeghị afọ ise. Otu ndị ọrụ anyị na ezinụlọ na ndị obodo na-arụkọ ọrụ ọnụ iji weta ihe mmụta, ahụike na ọdịmma ụmụaka kacha mma. Anyị tụkwasịrị obi na oge gị Everton Nursery School na Family Center ga-atọ ụtọ ma na-akpọ gị òkù ka ị tinye aka na mmemme anyị. Ọrụ maka Ezinụlọ Everton Nursery School na Ebe Ezinụlọ na-enye ọtụtụ ọrụ gụnyere maka ezinụlọ. Ọtụtụ ọrụ nkwado ahụike na ndị nne na nna na-enye obere ego maka ezinụlọ. Ọzụzụ ụlọ mposi - Usoro mmemme a na-ewu ewu nke ukwuu na-aga nke ọma n'ịkụziri ndị nne na nna ka ha nyere ụmụaka aka ịdị njikere maka ụlọ akwụkwọ ma pụọ nappies. Nkwado Ezinụlọ - Ndị ọrụ anyị nwere ahụmahụ dị ukwuu na nkwado ezinụlọ. Anyị na-enye nleta ezinaụlọ n'ebe ọ dị mkpa. Onye ọbịa ahụike gị ma ọ bụ midwife nwere ike ibuga gị na etiti ahụ. Ị nwekwara ike daa ma ọ bụ banye na ịrịọ otu n'ime ndị otu anyị nwere ezigbo enyi maka nkwado. Ahụike na ọdịmma - Ihe nkwalite ahụike na ihe omume gbasara ahụike eze, iri ahụ ike na mmega ahụ, mmepe ụmụaka na ozi ịzụ nwa. A na-eme ụlọ ọgwụ ndị ọbịa ahụike na saịtị anyị n'ehihie Tuzdee ọ bụla. A na-eme ntinye akwụkwọ nke midwife na nnọkọ na saịtị kwa ụbọchị Tuzdee niile. Jikere maka nwa gị - Oge atọ emere n'oge ikpeazụ nke afọ ime gị. Anyị na midwife na-arụkọ ọrụ ọnụ iji nyere gị aka ịkwado maka ọbịbịa nwa gị. Ndị na-ahụ maka ọgwụgwọ okwu na asụsụ na-enye na ọgwụgwọ saịtị yana nkwado na nhọpụta edobere. Enyemaka izizi ụmụaka maka ndị nne na nna Ebe etiti a na-anabata enyemaka izizi ụmụaka maka ndị nne na nna ka ha zụọ ya na akụkụ a dị mkpa nke ilekọta ụmụaka. Ihe mberede na-eme, mmemme a ga-egosikwa gị otu ị ga-esi nwee obi ike n'imeso ihe omume na mgbe ị ga-akpọ ndị ọrụ mberede. Ọmụmụ na nlekọta - Dịka nne ma ọ bụ nna ma ọ bụ onye na-elekọta nwa, ị bụ isi ihe na-emetụta ntolite nwa gị. Ihe omume mmụta na nlekọta nke nwata dị iji nyere gị aka n'ọrụ a dị mkpa. Ndị a gụnyere: Nọrọ wee gwuo egwu - Nke a ga-enyere nwa gị aka ịmụta ka ya na ụmụaka ndị ọzọ na-akpakọrịta. Akụkọ na Rhyme - Ndị a bụ ohere magburu onwe ya iji mee ka nwa gị zụlite ịhụnanya maka akwụkwọ na ịmalite ịmụta ijide uche ya na ige ntị na obere akụkọ. Ụmụaka ga-amụtakwa ọtụtụ egwu egwu ọhụrụ n'ime izu. Oge Tummy - Nke a bụ mmemme ọhụrụ maka etiti ahụ. Anyị na-ewepụta mmemme a iji nyere ndị nne na nna aka inwekwu obi ike n'ịgba baby gwuo egwu n'afọ ha mgbe ha mụrụ anya. N'oge na-adịghị anya, ụmụaka ga-amụta ka esi tụgharịa na iri arị site n'ọkwa afọ. Tots Na Harmony - Maka ụmụ ọhụrụ na ụmụaka na-erubeghị afọ 3. Oge egwu mara mma nke ndị na-egwu egwu maara ma ghọta ka ụmụaka si amụta site na egwu. Emebere nnọkọ ndị a kwa izu iji kwado ndị nne na nna n'ikiri ka nwa gị si amụta ihe site na egwu. Ụlọ ihe mmetụta - Ime ụlọ a na-adọrọ adọrọ dị maka nne na nna anyị niile nọ n'obodo. Hapụ nwa gị ka ọ na-agagharị n'enweghị nsogbu na mpaghara egwuregwu dị nro yana inyocha ọkụ na isi mmiri agba. Onyinye anyị Anyị na-enye mmalite kacha mma maka nwa gị yana ọtụtụ ọrụ na mmemme dị elu n'efu ka gị na ezinụlọ gị nwee ọ enjoyụ. Childrens Centre Home | Help and Advice | Family Activities | Splash Pool

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EYSH SDG 6 | ENSFC Na Harmony UNESCO SDG 6 LINK SDG 6 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

EYSH SDG 4 | ENSFC Na Harmony UNESCO SDG 4 LINK SDG 4 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

Ozi Gọvanọ Iwu Ọbịbịa ndị gọvanọ Ndị gọvanọ Ọbịa PFR Parent Governors Gọvanọ Handbook Onye nhazi afọ Gọvanọ Ọdịdị Gọvanọ na kọmitii Ndị otu Gọvanọ na ozi 2022/2023