Liverpool City Region Early Years Stronger Practice Hub Hub Home Events Newsletters Blogs Programmes Documents Subscribe Childminders 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 Early Years Stronger Practice Hub Hub Home Events Newsletters Blogs Programmes Documents Subscribe Childminders Recruitment CONCEPT CAT By Alex Gower-Jones. Dr Diane Boyd talks to Tracie Dowling about the role of the Strategic Childminder Lead at Liverpool City Region 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 1. Everton Nursery Teacher Kate Doyle and Dr Diane Boyd present The Authentic development of a Sensory Garden through the 17 SDGs 2. Dr Diane Boyd talks to Everton Nursery School teacher Kate Doyle about Homelessness young peoples awareness and understanding of others Strategic Partners Stronger Practice Hub Privacy Notice

Sensory Garden Blog Liverpool City Region Early Years Stronger Practice Hub Hub Home Events Newsletters Blogs Programmes Documents Subscribe Childminders Recruitment Sensory Garden Video blog 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 Early Years Stronger Practice Hub Hub Home Events Newsletters Blogs Programmes Documents Subscribe Childminders Recruitment New CPD Guide for childminders New Early Years SENCO Level 3 The hub offers free advice, support and training to childminders across Liverpool City Region. We are aiming to set up Peer to Peer Childminder Support and Play Sessions for Children. Please join our mailing list to be kept informed of future events and launches, newsletters and availability for training dates and drop-in sessions. If you would like to be involved or have suggestions, please let us know. Online Childminder Network which is the last Saturday morning 10a.m. – 11.30a.m. of every month: CHILDMINDER DROP IN Deysbrook Network: Everton Nursery School and Family Centre, Spencer Street, Liverpool, L6 2WF Held every Wednesday 9.30- 11.30am Hunts Cross Network: St Hilda’s Church Hall, Stuart Avenue, Hunts Cross L25 0NG Held every Wednesday 9.30-11.30am Kendal Network: Beck Community Centre, 20 Esthwaite Avenue, Kendal LA9 7NZ Held every Thursday 9.30 – 11.30am Bromborough Childminder Network: Bromborough Family Hub, Gratrix Road, Wirral CH62 7BW Held Thursdays 9.30 – 11.30 am What is a Childminder Drop In? The childminder drop-in sessions provide local childminders with an opportunity to access up to date information, recourses, face to face support, support from a member of the hub team and for childminders to share best practices. The group offers the children a multitude of benefits including enhanced social, emotional, and cognitive development, improved communication skills and opportunities to access larger play equipment to promote physical development. The facilities provide a safe space where childminders can organise events, celebrations and provide larger scale structured activities for the children which in turn supports transitions to school. Liverpool City Region Early Years Stronger Practice Hub Childminder Network Meetings Held every last Saturday of each month for Teams Link see the monthly newsletter. The aim of the Monthly meetings is to keep childminders up to date with local / national changes, information sharing, identify training needs and give general help and advice. Should you want to have anything specific added to the agenda please email the Stronger Practice Hub on sphubnw@evertoncentre.liverpool.sch.uk WELLCOMM BAGS If you are a Liverpool Childminder and wish to borrow a Wellcomm bag to use with your children, email the sph email as we can support you and loan a Wellcomm bag to you for a period of time. CHILDMINDER RESOURCE BAGS Calling all SPH Network Members….. FREE Resource bags coming soon, funded by the SPH this is a fantastic opportunity for Childminders. Each bag of carefully selected items will be a welcome addition to your setting which in turn supports your children’s development. Each resource bag is designed to be used individually, with a group of childminder colleagues and shared as a lending library. In the next few weeks you can apply for resources that cover Communication and Language, Early Maths and Story Comprehension including a selection of various quality Story Sacks. Also included will be Outdoor and Nature, Habitats and Musicical Instruments bags. Look out for the launch coming the end of April/early May depending on your location within Liverpool City Region and Beyond Early Years Stronger Practice Hub…. CM CPD CPD Guide for childminders Early Years SENCO Level 3 Strategic Partners Stronger Practice Hub Privacy Notice

Liverpool City Region Early Years Stronger Practice Hub Hub Home Events Newsletters Blogs Programmes Documents Subscribe Childminders Recruitment Liverpool City Region Stronger Practice Hub Sign Up 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 mathematics. Each Hub is led by a group-based (school-based, private, voluntary, or independent) early years provider. (Please check your inbox Junk folder for blocked correspondence). * Indicates required question Email Name Local Authority your setting is based in: School / Setting name Setting Postcode Setting URN number: What best describes your role in the Setting Choose an option What best describes your Setting Choose an option Which area would your setting like support with? * Required Communication and Language Literacy Mathematics Other Which Social Media channels would you like to see our information on? * Required Facebook X (Twitter) Instagram Whatsapp Other Would you like to subscribe to our monthly newsletter? * Required Yes No I understand that by signing up on this form, my contact details will be kept by Liverpool City Region Stronger Practice Hub at Everton Nursery School and Children's Centre. Your details will be kept for the purpose of sending emails and newsletters. I agree Submit Thanks for subscribing! Please check your inbox Junk folder for blocked correspondence Strategic Partners Stronger Practice Hub Privacy Notice

Curriculum Resources Na Harmony Curriculum resources 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_ Role of the adult supporting Environmental Awareness Anchor 1 Story Planning Anchor 2 Anchor 3 Anchor 4 Home | Climate Action Strategy | Case Studies | Curriculum Resources | Blog and Video Logs

Liverpool City Region Early Years Stronger Practice Hub Hub Home Events Newsletters Blogs Programmes Documents Subscribe Childminders Recruitment Anchor 1 Anchor 2 Mathematics If you would like to access to any of the recorded training sessions, email sphubnw@evertoncentre.liverpool.sch.uk LEARNING WALKS If you wish to offer your setting for a learning walk to share practice especially linked to research in communication or early mathematics, let us know via email on sphubnw@evertoncentre.liverpool.sch.uk RECORDED SESSIONS We have a number of recorded sessions online for staff training: EARLY WRITING 25 minutes with Laura Johnson, Early Years Teacher from Duke Street Nursery School, Chorley. SELF REGULATION AND EXECUTIVE FUNCTION 25 minutes with Emma Doran, Early Years Co-ordinator from Whitefield Primary School, Liverpool CELEBRATING DIVERSITY, PROMOTING INCLUSION, AND ANTI-RACIST CULTURES IN THE EARLY YEARS 25 minutes with Sian Phillips - Anti-Racism Advocate/Researcher/Consultant. MAXIMISING THE IMPACT OF PUPIL PREMIUM IN THE EARLY YEARS 20 minutes with Kaya Doyle, Programme Manager. INSET SESSION 1 TEACHING AND MODELLING LANGUAGE: 30 minutes with Alex Gower-Jones (Independent Consultant). This has an accompany written sheet of activities to support this recorded Inset session. INSET SESSION 2 TEACHING AND MODELLING VOCABULARY: 30 minutes with Alex Gower-Jones (Independent Consultant). This has an accompany written sheet of activities to support this recorded Inset session. INSET SESSION 1 EARLY LITERACY – TEACHING SOUND DISCRIMINATION 30 minutes with Alex Gower-Jones (Independent Consultant). INSET SESSION 2 EARLY LITERACY – TEACHING SOUND MANIPULATION 30 minutes with Alex Gower-Jones (Independent Consultant). INTERACTIVE READING CONFERENCE: Conference from 29th March on Interactive Reading re 1 hour, 30 minutes with Alex Gower-Jones (Independent Consultant). 17 SUSTAINABLE GOALS: Conference from Saturday 22nd March on the 17 Sustainable Development Goals – An Introduction re 2 hours with Diane Boyd. WORKING WITH 0-3’s: An introduction to working with children 0-3 years by Amanda Quirk (Early Years Advisory Teacher). SENSORY FUN Tiny Happy People sensory fun for babies indoors and outdoors with low cost/no cost activities shared by Denise Wright (Independent Consultant). The webinar shows educators how they can inspire parents to undertake sensory activities at home to support their child’s learning and development through play. INTERACTIVE READING online recorded session by Alex Gower-Jones (Independent Consultant) explores how early years educators can explore interactive reading in their practice. SKILLS BEFORE WRITING online recorded session by Amanda Quirk (Early Years Advisory Teacher) has put together an online programme for early years educators exploring skills before early writing. EMOTIONAL REGULATION online recorded session by Maria Beale (SENDCO) and Emma Doran (Early Years Co-ordinator) from Whitefield Primary School, Liverpool. Maria and Emma share how they have worked with children in the early years and their families exploring emotional regulation. NURSERY RHYMES online recorded session by Faye Johnson, Assistant Headteacher from Everton Nursery School and Family Centre has put together a session on exploring Nursery Rhymes with young children. COMMUNICATION AND LANGUAGE online recorded session by Amanda Quirk, (Early Years Advisory Teacher) has put together an online programme for early years educators exploring communication and language. OAP (ORDINARY AVAILABLE PROVISION) – Amanda Quirk, (Early Years Advisory Teacher) has put together a recording on OAP (Ordinary Available Provision) in early years. USING MUSICAL INSTRUMENTS - Craig and Pip from East Prescot Nursery School, Liverpool have developed an online recording on how to use a range of musical instruments. Childminders across our Hub have the opportunity to borrow a musical instruments bag but many early years educators will have these musical instruments in their provision. MATHEMATICS RECORDED ONLINE – Rebecca Morgan (Nursery Teacher) from Everton Nursery School and Family Centre has recorded a practical session online to share with colleagues to explore mathematics with under fives. EARLY EMOTIONS RECORDED ONLINE Kaya Doyle (Programme Manager) shares an introduction to early emotional health, the issues children face and links to socio-economic backgrounds. If you would like to access to any of the recorded training sessions, email sphubnw@evertoncentre.liverpool.sch.uk Don’t forget to access information from our National Stronger Practice website: https://www.strongerpracticehubs.org.uk/hubs/nw/liverpool-city-region-and-beyond-eysph Strategic Partners Stronger Practice Hub Privacy Notice

Welcome to Everton and Anfield Family Hubs 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 Family Hubs Home | Help and Advice | Family Activities | Splash Pool | Parent Wellbeing Activities 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. Everton and Anfield Family Hubs provide outreach and family support for families in need. Families can access early help support in parenting, housing, mental health and well-being, support, guidance during pregancy, breastfeeding support, domestic abuse, support for children with special needs and disabilities and adult learning. 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. Family Hubs Home | Help and Advice | Family Activities | Splash Pool

Time table of Everton Nursery School and Children's Centre Activities Family Hubs Home | Help and Advice | Family Activities | Splash Pool | Parent Wellbeing Family Hubs Timetables Family Hubs Timetables will appear here soon Summer Holidays Family Hubs Home | Help and Advice | Family Activities | Splash Pool

Our staff team works together with families and the community to provide the best possible learning, health and well-being outcomes for children. Family Hubs Home | Help and Advice | Family Activities | Splash Pool | Parent Wellbeing Enyemaka na Ndụmọdụ Dịka ọrụ anyị chọrọ ijide n'aka na ị maara maka ọmarịcha ihe a na-akwado obodo, na-enye: Eleghị anya, ị nụla maka nkuzi ịntanetị na-egbuke egbuke maka ndị nne na nna, n'efu (nwere koodu ntinye:PURPLEBIN na: www.inourplace.co.uk ) maka ndị bi na mpaghara anyị? Solihull Approach (NHS) ewepụtala nkuzi ịntanetị ọhụrụ! Kedu ka m ga-esi nweta? www.inourplace.co.uk Kedu ihe bụ koodu? Ọ bụrụ na ijibeghị ya, ebe a bụ koodu nnabata maka nkuzi ịntanetị niile (nke a kwụrụ maka ndị bi na Liverpool): PURPLEBIN Ọ bụrụ, dị ka ọtụtụ ndị nne na nna, i jilarị koodu a, banye na akaụntụ gị Ebe a na nkuzi a ga-adị njikere na dashboard gị ịmalite mgbe ọ bụla ị dị njikere. Enwere m ike ịgwa ezinụlọ m na ndị enyi m? Kpamkpam! Soro ezinụlọ ndị ọzọ nọ n'ógbè ahụ kọọ akụkọ ahụ ka ha onwe ha kwa nwee ike iji ohere a magburu onwe ya mee ihe. Ogologo oge ole ka ọ bụ? Enwere modul 7 nke ọ bụla na-ewe ihe dị ka nkeji 5 iji wuchaa ma ga-erite uru site na oge iji gbarie n'etiti. Ọ bụrụ na-amasị gị nke a…., ị nwere ike ịmasị nnukwu 'Ịghọta nwa gị ' or ' Ịghọta nwa gị nwere mkpa ndị ọzọ ' , ma ọ bụ ihe ọmụmụ ndị ọzọ na usoro. www.inourplace.co.uk Children Centre privacy notice come2gether fold out leaflet latest Family Hubs Home | Help and Advice | Family Activities | Splash Pool

Family Hubs Home | Help and Advice | Family Activities | Splash Pool | Parent Wellbeing 1/5 Ụlọ Nzukọ na ụgwọ ụlọ Oge ọdọ mmiri Dị , Wednesday na Thursday Oge nnọkọ 9.45am - 10.45am,11.15am - 12.15pm, 1.15pm -2.15pm . Ọnụ £4.00 kwa okenye. Family Hubs Home | Help and Advice | Family Activities | Splash Pool

At Everton Nursery School, we engage children in their learning through their interests. Teachers use these interests to plan active and creative learning experiences that develop children's listening and attention skills. Ụzọ anyị si aga nkuzi na mmụta nke ụda olu na Everton Nursery School Na Everton Nursery School, anyị na-etinye ụmụaka aka na mmụta ha site na mmasị ha. Ndị nkuzi na-eji mmasị ndị a eme atụmatụ Ahụmahụ mmụta na-arụsi ọrụ ike na okike nke na-etolite ụmụaka ige nti na nlebara anya nka. Ndị nkuzi na-eji ntụzịaka sitere na 'Little Wandle Letters and Sounds Revised' iji kwado nkuzi na mmụta. Ndị nkuzi na-enye nguzozi nke ahụmịhe ndị nwata na ndị okenye na-edu maka ụmụaka niile na-emezu atụmanya usoro ọmụmụ maka 'Nkwukọrịta na asụsụ' na 'agụmagụ'. Ahụmahụ ndị a kwa ụbọchị gụnyere: · Sharing high-quality stories and poems _cc781905-5cde-3194- bb3b-136bad5cf58d_ · Learning a range of nursery rhymes and action rhymes_cc781905-5cde-3194 -bb3b-136bad5cf58d_ · Activities that develop focused listening and attention (including oral blending)_cc781905 -5cde-3194-bb3b-136bad5cf58d_ · Modelling high-quality language during daily interactions. Maka ụmụaka ndị nwere obi ike na ijikọta ụda na akwụkwọ ozi na ndị nọ na mmalite nke ịgụ akwụkwọ, anyị na-agbagha mmụta ha site na mmalite nke Oghere mmụta dabara adaba karịa afọ na ọkwa ma n'ime ma n'èzí. Anyị na-agụ ma na-ekerịta a sara mbara ọtụtụ akwụkwọ na ụmụaka na-elekwasị anya na abụọ ederede akụkọ ifo na enweghị akụkọ ifo. Anyị na-ama ụmụaka aka ihe ọmụma nke ụda olu site na mmalite na njikọ aka nke dị iche iche ide Genres ka ụmụaka nweta nghọta miri emi na nchekwa nke mkpụrụedemede, ụda, okwu, ederede na ozi. Ụmụntakịrị nọ na klaasị ụlọ akwụkwọ ọọọsụ na-etinye aka na 'nnọkọ onye nkuzi' kwa ụbọchị nke a na-esi n'ichepụta echiche dịka uda na uda. N'ime gburugburu ebe mmụta dị n'ime ụlọ na n'èzí, ụmụaka nwere ohere inyocha ọtụtụ akụrụngwa dị elu iji na-aga n'ihu n'ịzụlite ihe ọmụma ha gbasara mkpụrụedemede na, n'aka nke ya, ụda ha. Ahụmịhe dị ka 'Na Harmony' na 'Tuning In' ya na ndị egwu Philharmonic nọ na saịtị yana egwu na mmegharị ya na ndị ọrụ nọọsụ na-akwadokwa ikike ụmụaka ịmegharị ụda. Ụmụntakịrị na-enweta ọtụtụ egwu egwu nke ụlọ akwụkwọ ọta akara na egwu omume nke na-agụnye ahụmịhe mmetụta dị iche iche, dị ka egwu egwu nke ụmụaka ga-etinye aka n'ụkwụ, ikpere ikpere ma ọ bụ stampụ ụkwụ, ma ọ bụ na-agagharị n'otu ụzọ._cc781905-5cde-3194-bb3b -136bad5cf58d_ Maka ozi ndị ọzọ gbasara mkpụrụedemede na ụda obere Wandle biko gaa: https://www.littlewandlelettersans.org.uk Sharing high-quality stories and poems Learning a range of nursery rhymes and action rhymes Activities that develop focused listening and attention (including oral blending) Modelling high-quality language during daily interactions. Phonics For children who are more confident in linking sounds to letters and who are at the early stages of reading, we challenge their learning through the introduction of more age and stage appropriate learning opportunities both indoors and outdoors. We read and share a broad range of books with the children that focus on both fiction and non-fiction text. We challenge children's phonetical knowledge through the introduction and engagement of different writing genres so that children gain a deep and secure understanding of letters, sounds, words, text and information. Children in the Nursery School classes engage in daily ‘Teacher led sessions’ through which concepts such as rhythm and rhyme are developed further. Throughout the indoor and outdoor learning environments, children have the opportunity to explore a range of high-quality resources to continuously develop their knowledge of letters and, in turn, their sounds. Experiences such as ‘In Harmony’ and ‘Tuning In’ with the Philharmonic musicians on-site and Music and Movement with the Nursery Staff also support children’s ability to tune in to sounds. Children experience a rich repertoire of nursery rhymes and action rhymes that include multi-sensory experiences, such as action rhymes in which children have to add claps, knee pats or foot stamps, or move in a particular way.   For more information about Little Wandle Letters and Sounds please visit: https://www.littlewandlelettersandsounds.org.uk Please see the Little Wandle Nursery yearly plan that Everton Nursery School children mostly follow apart from that we do not expose children to Little Wandle 'picture cards' as the planning states. We do not use the Little Wandle picture cards as not all children will continue the Little Wandle Journey into reception so our approach is responsive to this knowledge. LS-KEY-GUIDANCE-FOUNDATIONS LS-PowerPoint for parents nursery little wandle progression of sounds