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Liverpool City Region and Beyond Early Years Stronger Practice Hub Hub Home Events Newsletters Blogs Programmes Documents Subscribe Childminders 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 Newsletters Blogs Programmes Documents Subscribe Childminders 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

Parent carer information forms letters and what to expect. Ibe Nne na Nna/Nlekọta Ụdị na ozi Nbanye FỌM NKWUKWU USORO AKPARAMAGWA Ịla azụ n'ọkwa Ihe egwuregwu ụmụaka na ọba akwụkwọ IHE Ị GA-atụ anya na EYFS Akwụkwọ ozi ndị nne na nna/Ndị nlekọta Ụdị nkwupụta nne na nna Ntụziaka nne na nna na EYFS Akwụkwọ ozi ndị nne na nna 3-5 Uwe echekwabara Ndepụta ọnụahịa UNIFORM TOILET TRAINING Okwu ndị nne na nna gbasara ụlọ akwụkwọ ọta akara anyị Jekọb nwere mmetụta na nchekwa, nkwado na a hụrụ n'anya na nursery, ịnweta awa iri atọ nke agụmakwụkwọ nyere ya ohere itinyekwu oge n'ịchọgharị na ịmụta ihe na ndị ọgbọ ya'. Ụlọ akwụkwọ a na-enye ebe kachasị mma maka ụmụaka ịmụta, chọpụta na ịnụ ụtọ agụmakwụkwọ nwata. Anyị na-enwe obi ụtọ dị ka ndị nne na nna na a na-elekọta Jekọb ruo n'ụkpụrụ kachasị elu, faịlụ onye ọrụ ezinaụlọ ya enyerela anyị aka ịghọta ọganihu mmepe ya na ebumnuche ya'. -Eliza Willis - Nne na nna Jacob Willis Bea enweela nnukwu usoro ọganihu ma na ọha na eze na agụmakwụkwọ. Obi ike ya dị elu nke ukwuu na anyị agaraghị enwe ike inye ya ọkwa dị elu dị otú ahụ nke ndokwa. Anyị agaraghị arịọ maka ndụ ka mma maka obere nwa anyị nwanyị. Bea hụrụ ebe dị n'èzí n'anya, nke a bụ otu n'ime ọtụtụ ihe mere anyị ji họrọ ụlọ akwụkwọ ọta akara a. -Sam McKenna nne na nna Bea McKenna Heidi nwere mmasị ịbịa ụlọ akwụkwọ ọta akara na enweghị m ike ịkele ndị ọrụ maka nraranye, nkwado na ịrụsi ọrụ ike ha niile iji hụ na Heidi na-enwe ọganihu n'akụkụ niile nke mmụta ya. Ahụmahụ ndị ọ nwere na ụlọ akwụkwọ ọta akara mara mma na nkwurịta okwu n'etiti ụlọ na ụlọ akwụkwọ mara mma. Daalụ! -Francine McArdle nne na nna Heidi Hughes Ruby na-enwekarị ike ọgwụgwụ na ihere na ndị ọhụrụ, usoro ụlọ akwụkwọ na ọnọdụ dị mma emeela ka Ruby nwee ike ịmalite inwekwu obi ike. Ọnụ ọgụgụ mgbalị ndị nkuzi na-aga iji kwadebe ụdị ntụrụndụ dị otú ahụ, ọrụ okike na iche echiche abụghị ihe a na-ahụghị anya. Ruby na-agwa m na ọ na-enwe mmasị igwu egwu n'èzí, dịka nne ma ọ bụ nna m na-eche na ebe dị n'èzí dị ịtụnanya. Ma mụ onwe m na papa Ruby enwewo mmasị n'ịgụ akụkọ na ịhụ foto Ruby na-ekpori ndụ nke ukwuu! - Courtney Needham - Nne na nna Ruby Needham Enzo eritela uru nke ukwuu site na agụmakwụkwọ awa iri atọ. Asụsụ ya na-akawanye mma nke ukwuu n'afọ a, ọ na-asụ Bekee ugbu a karịa anyị, ọ na-agbazikwa mmejọ anyị mgbe ụfọdụ. Enzo hụrụ usoro ihe omume ụlọ akwụkwọ n'anya wee malite ụbọchị na ịhịa aka n'ahụ. Mkparịta ụka ya na onye nkuzi klas ya na onye ọrụ ezinụlọ dị mma, enwere m obi ike mgbe niile na Enzo na-anụ ụtọ ụlọ akwụkwọ na a ga-agwa ya nsogbu ọ bụla ozugbo. -Maria Siqueira - Nne na nna Enzo Siqueira

Atumatu ụlọ akwụkwọ/etiti N'ụlọ akwụkwọ ọta akara Everton na Ebe Ezinụlọ, anyị nwere usoro nkọwa zuru oke yana nsonye nke na-akwado omume na onyinye dị elu. Iji budata ma gụọ ụfọdụ amụma anyị, biko pịa njikọ dị n'okpuru. Mpempe akwụkwọ nke iwu ụlọ akwụkwọ/etiti etiti niile dị ma ọ bụrụ na otu onye nchịkwa anyị rịọrọ. 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 Debt Recovery Policy Adverse Weather/Snow and Ice Policy Attendance Policy SEN Summary Uniform Policy Workplace Safer Recruitment Policy Parent Guide to School Complaints

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 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

EYSH Blogs Lost words Na Harmony Case Studies 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_ Case Studies Send in a Case Study to be published here. Mail Email: sphubnw@evertoncentre.liverpool.sch.uk Case Study Template By Diane Boyd ‘Lost words’ reflected through the three pillars of sustainability and the SDGs. Little Oaks Playschool Early Years Sustainable Hub – Case Study Template Little Oaks Playschool Climate Action Plan Home | Climate Action Strategy | Case Studies | Curriculum Resources | Blog and Video Logs

Class Times and Breakfast provision Ụbọchị Okwu Class times are as follows: Cresswell Classes: 8.45a.m. start and 3.15p.m. finish on Monday, Tuesday, Thursday and Friday. On Wednesday morning Cresswell class starts at 8.45a.m. and finishes at 11.45a.m. and the Wednesday afternoon Cresswell class starts at 12.15 to 3.15p.m. Spencer 1 and 2 Classes: 8.45a.m. start and 3.15p.m. finish on Monday, Tuesday, Thursday and Friday. On Wednesday morning Spencer classes start at 8.45a.m. and finishes at 11.45am. and the Wednesday afternoon Spencer classes start at 12.15p.m. to 3.15p.m. Spencer 3 Centre for Nurture Class: 8.45a.m. start and finishes at 3.15p.m. at the Spencer Street entrance/exit. Heyworth Classes: 8.45a.m. start and are accessed from the waiting area at the back of the school/centre and finish at 3.30p.m. Heyworth has morning 8.45-11.45a.m. or afternoon 12.30-3.30p.m. classes for 15 hour funded children. If you require a paid place the costs are £25.00 for 8a.m. to 1p.m. including lunch or £22.50 from 1-5.15p.m. including a tea snack. 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. Cresswell 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. The Cresswell Street entrance/exit gate will not be opened during the time children are entering and leaving the premises. Staff will support you entering/exiting the school/centre premises at the start/end of day school times. Please park away from the school gates (and not on the no parking yellow zig zag lines) or use the visitor car park on-site or park away from Spencer or Cresswell Street and walk to the school gate entrances to keep all children safe. Breakfast and After School provision 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.

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

1/1 Ebe Ezinụlọ 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.

Ụdị ngwa Nnọọ na ibe akwụkwọ anamachọihe anyị. Online application form nursery application form parent declaration form privacy notice

Sensory Garden Na Harmony Blogs 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_ A Reflective conversation A reflective conversation with SENCO class teacher Emma Louise Scott and HLTA Maria Edge from Everton talking to Diane Boyd. 1. Setting the Context - introduction to the Podcast and participants Emma and Maria 1 Reflective Conversation Setting the Context Artist Name 00:00 / 01:01 2. Initial first thoughts - before the sustainability training 2 Initial first thoughts Artist Name 00:00 / 00:51 3. Can the SGD's - be easily implemented into early childhood pedagogy 3SDG implemented Artist Name 00:00 / 03:14 4. Which SDG - did you feel you were more familiar with or relevant to your practice? 4 Which SDG Artist Name 00:00 / 05:00 5. What was the most significant point you took from the training 5 What was the most Artist Name 00:00 / 06:05 6. The interconnection of the three pillars of Sustainability 6 The interconnection Artist Name 00:00 / 04:56 7. Reflections and conclusion - What have you taken away from the training and our conversation 7 Reflections and conclusion Artist Name 00:00 / 03:13 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 Recruitment New Early Years Learning Lead Opportunities Coming September 2026 We are pleased to share new Department for Education roles coming to Early Years Stronger Practice Hubs from September 2026 . These new Early Years Learning Lead roles are advertised below, strengthening sector-led support and professional practice in three key areas of the Early Years Foundation Stage (EYFS): Communication and Language (4 days per week), Mathematics (3 days per week) and Personal, Social and Emotional Development (2 days per week). Are you an experienced Early Years Leader or Setting Manager ready for your next professional challenge? As an Early Years Learning Lead, you will facilitate high-quality Department for Education (DfE) approved Continual Professional Development (CPD) for practitioners, provide specialist subject support to Early Years settings, and engage in regional and national networking with fellow professionals. Your expertise and passion will be instrumental in driving excellence and innovation across the sector. Early Years Learning Lead Application Pack Communication and Language Lead (4 days per week): Promote language-rich environments, develop practitioner knowledge and support communication development for all children. Mathematics Lead (3 days per week): Champion mathematical learning and development, supporting practitioners to embed numeracy and spatial reasoning in everyday practice. Personal, Social and Emotional Lead (PSED 2 days per week): Lead initiatives which support practitioners to foster children’s emotional wellbeing, social skills and resilience within Early Years settings. These roles will be contracted by the Stronger Practice Hub (SPH) with an allocated day rate of £500/day and are funded up until March 2028 in the first instance, with the possibility of contracts being extended dependent on funding. All roles are for 38 weeks of the year (term-time) and can be undertaken in one of two ways: Being paid directly as a self-employed contractor / consultant or By agreed release from your existing role, with payment be made to your setting for your release These newly created roles offer an opportunity for experienced early years professionals to influence practice, support continuous improvement, and work collaboratively with settings across their local area. Click on the links below if you wish to apply for any of the roles. Closing date: Monday 6th July 2026, 12 noon To apply, please complete the EOI, and email it to: SpHubNW@evertoncentre.liverpool.sch.uk New Early Years Learning Lead Opportunities now open. Early Years Stronger Practice Adviser for Group-Based Provision Early Years Stronger Practice Hubs are now looking for applicants to join phase 2 of delivery; applicants will need to be willing to provide support in the areas covered by their local EYSPH. Please note that advisers will be required to work across more than one Local Authority. Early Years Stronger Practice Adviser for Childminder Provision Early Years Stronger Practice Hubs are now looking for applicants to join phase 2 of delivery; applicants will need to be willing to provide support in the areas covered by their local EYSPH. Please note that advisers will be required to work across more than one Local Authority. Strategic Partners Stronger Practice Hub Privacy Notice