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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

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.

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

EYSH SDG 9 | ENSFC Na Harmony UNESCO SDG 9 LINK SDG 9 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

In Harmony Liverpool is inspired by Venezuela’s El Sistema and uses orchestral music-making to improve the health, education and aspirations of children and young people in Everton. Na Harmony 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_ Sophie Plumb john-connolly Alex Holladay Gareth Twigg Alexandra Dunn Otu esi akpọtụrụ na Harmony Liverpool: Tel: 07800 873981 www.liverpoolphil.com/inharmonyliverpool www.twitter.com/IHLiverpool https://www.facebook.com/LiverpoolPhilharmonic

Our staff team works together with families and the community to provide the best possible learning, health and well-being outcomes for children. Childrens Centre 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 Childrens Centre Home | Help and Advice | Family Activities | Splash Pool

All 3 to 4-year-olds in England already receive 15 hours free early education a week, or 570 hours a year. From September 2017 some 3 and 4-year-olds will be entitled to 30 hours free early education/childcare a week, or 1140 hours a year. Awa 30 Ndị niile dị afọ 3 ruo 4 nọ na England anatalarị awa 15 agụmakwụkwọ mmalite n'efu n'otu izu, ma ọ bụ awa 570 kwa afọ. Site na Septemba 2017, ụfọdụ ụmụaka dị afọ 3 na 4 ga-enwe ikike inweta ọzụzụ oge mbụ / nlekọta ụmụaka n'efu awa 30 kwa izu, ma ọ bụ awa 1140 kwa afọ. Ị ga-enwe ike ịzọrọ site na okwu na-esote ụbọchị ọmụmụ 3 nke nwa gị ruo mgbe ha ruru afọ akwụkwọ mmanye ntozu ntozu gị dabere na: ọ bụrụ na ị na-arụ ọrụ ego gị (na ego onye gị na ya na-enweta, ọ bụrụ na ị nwere otu) Afọ na ọnọdụ nwa gị ọkwa mbata na ọpụpụ gị Ị nwere ike nweta nlekọta ụmụaka n'efu awa 30 n'otu oge dịka ị na-akwụ ụgwọ Universal Credit, kredit ụtụ isi, akwụkwọ nlekọta ụmụaka ma ọ bụ nlekọta ụmụaka na-enweghị ụtụ isi. Ọ bụrụ na ị na-arụ ọrụ Ị nwere ike na-enwetakarị nlekọta ụmụaka 30 n'efu ma ọ bụrụ na gị (na onye gị na ya na-arụkọ ọrụ, ọ bụrụ na ị nwere otu) bụ: n'ọrụ na ezumike ọrịa ma ọ bụ ezumike afọ na ezumike nne na nna, ọmụmụ ọmụmụ, nna ma ọ bụ nkuchi Ọ bụrụ na ịnọ na ezumike nkuchi maka nwatakịrị dị afọ 3 ruo 4, ị ga-alaghachi ọrụ n'ime ụbọchị 31 nke ụbọchị izizi itinye akwụkwọ maka nlekọta ụmụaka n'efu awa 30. Ọ bụrụ na usoro ọrụ gị agbanweela n'ihi coronavirus (COVID-19), ị ka nwere ike nweta nlekọta ụmụaka awa 30 n'efu. Ọ bụrụ na ị naghị arụ ọrụ ugbu a Ị ka nwere ike tozuo ma ọ bụrụ na onye gị na ya na-arụkọ ọrụ na-arụ ọrụ, ma ị ga-enweta uru enweghị ike, ụgwọ ọrụ nkwarụ siri ike, onyinye nlekọta ma ọ bụ ntinye aka na-adabere na Employment na Nkwado. Ị nwere ike itinye akwụkwọ ma ọ bụrụ na ị na-amalite ma ọ bụ maliteghachi ọrụ n'ime ụbọchị 31 na-esote. Itinye akwụkwọ maka nlekọta ụmụaka n'efu awa 30 Ị nwere ike itinye akwụkwọ maka nlekọta ụmụaka maka awa 30 n'efu n'otu ngwa ọrụ nlekọta ụmụaka n'ịntanetị na www.childcare-support.tax.service.gov.uk Na-echekwa ebe gị awa 30 Ọ bụrụ na ị chere na ị nwere ike iru eru maka nlekọta ụmụaka n'efu awa 30, biko mee ka anyị mara ozugbo enwere ike. Maka ozi ndị ọzọ, gaa na:www.childcare-support.tax.service.gov.uk GOV.UK - Ebe ịchọta ọrụ gọọmentị na ozi.

Ebe mmụta Gaa njem ahụ. 2-3 afọ Njegharị Heyworth Virtual 3-5 afọ Cresswell Virtual njegharị Take the tour. Gaa njem ahụ. 3-5 afọ Spencer 1/2 Njegharị mebere Take the tour. Gaa njem ahụ. Spencer 1/2 Njegharị mebere Spencer 3 Njegharị mebere Take the tour. Gaa njem ahụ.

Liverpool City Region and Beyond 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

Ihe omume mmụta ụlọ Nnọọ na ibe mmemme mmụta ụlọ anyị. Biko lee n'okpuru ebe a ọtụtụ mmemme mmụta ụlọ ka gị na nwa gị ga-aga n'ụlọ mgbe ị nọ n'ụlọ._cc781905-5cde-3194-bb3b-136bad5cf58d tinye na ibe a. Ọ bụrụ na ị nwere aro ọ bụla maka mmemme mmụta ụlọ maka ndị dị afọ 2-5, biko email Evertonnsfc@evertoncentre.liverpool.sch.uk Ndị ọrụ ụlọ akwụkwọ ọta akara Everton na ndị ọrụ ụlọ ezinaụlọ achịkọtala ngwugwu mmemme mmụta ụlọ nke 3-5 yana ngwugwu ọrụ Heyworth 2-3. Biko lelee ParentMail mgbe niile maka mmelite ọzọ na mmụta ụlọ._cc-75cde -3194-bb3b-136bad5cf58d_ Ọ bụrụ na ịchọrọ nkwado ọ bụla ma ọ bụ nkọwapụta na mmemme mmụta ụlọ, biko email evertonecc@talk21.com na otu onye otu ndị ọrụ Everton ga-enye gị ozi mmụta ụlọ ọzọ ma ọ bụrụ na achọrọ ya. Ụlọ akwụkwọ ọta akara Everton na ọwa YouTube nke ezinaụlọ Akụkọ na ọwa Youtube anyị Akụkọ sitere na ndị ọrụ yana Yoga sitere na Tony na ọwa You Tube anyị. Akụrụngwa Vidio nduzi maka ndị nne na nna/ndị nlekọta. Ntuziaka 1: Na-akwado maka ụda olu; Ịkwado nwa gị n'oge mmalite Ntuziaka 2: Ịkwado nwa gị n'ịgụ ihe na mmalite afọ Nduzi 3: Ịkwado nwa gị site na nzikọrịta ozi na mmepe asụsụ ha na mmalite afọ Ntuziaka 4: Iji mgbakọ na mwepụ na-akwado nwa gị na mmalite afọ Physiotherapy site na egwu egwu - YouTube Ihe Brain Changer Arts Project phonics oge ntoju Phonics Bloom bụ ihe mmụta mmekọrịta mmekọrịta, na-enye egwuregwu phonics maka ma klas na ụlọ. Akwụkwọ ozi na ụda Egwuregwu ịntanetị efu ndị a ga-aba uru maka Phase 1 nke mmemme ụda olu akwụkwọ ozi na ụda. Topmarks Topmarks na-enye ụmụaka ohere ịmụta n'ịntanetị, site na egwuregwu na mmemme na-adịghị mma, na-atọ ụtọ ma na-adọrọ mmasị. Ọnụọgụ Cbeebies Jikọọ na ụmụ akwụkwọ nta wee chọpụta egwuregwu, mmemme na obere vidiyo ndị a na-atọ ụtọ na mgbakọ na mwepụ n'efu. Ọmụmụ ụlọ TTS Site na nchikota nke nnwere onwe na imekọ ihe omume mmụta, akwụkwọ mmụta ụlọ na-enye ohere dị ukwuu maka ndị nne na nna iji soro ụmụ ha mụta ihe. Ngwungwu akụrụngwa mmụta ụlọ mmechi ụlọ akwụkwọ nnabata EYFS Jiri ngwa EYFS a bara uru iji mee ka nwatakịrị gị na-eto eto na-arụsi ọrụ ike na ịmụta ihe ma ọ bụrụ na emechiri ụlọ akwụkwọ ha. Ngwungwu a nwere ọtụtụ ihe ọchị, mmemme na ihe ịma aka nke na-agba ụmụaka ume ka ha na-eme nkà ndị ha na-amụta n'ụlọ akwụkwọ. Ihe omume anụ ahụ 49 na-atọ ụtọ ime na ụmụaka dị afọ 2 ruo 4 Ndepụta mmemme 49 a bụ ihe kacha aga maka ụbọchị egwuregwu ọ bụla, ebe nlekọta ụmụaka, ma ọ bụ ụtụtụ ma ọ bụ ehihie na onye na-elekọta ya. N'agbanyeghị ọnọdụ ọ dị, obere nlebara anya pụtara na ọ dị mma ịnwe ole na ole n'ime ihe ndị a n'aka gị. Cbeebies JoJo & Gran Gran JoJo & Gran Gran bụ usoro ihe nkiri gbasara ihe fọrọ nke nta ka ọ bụrụ nwa agbọghọ dị afọ ise na nne nne ya na-atọ ụtọ na maara ihe. Ihe omume Cbeebies Radio-Ntị maka ụmụaka Omume ege ntị maka ụmụaka Egwuregwu Disney Shake Up Change4Life na Disney agbakọtala ọzọ iji wetara gị egwuregwu Shake Up ọhụrụ sitere n'ike mmụọ nsọ Disney na Pixar's Toy Story 4 na Incredibles 2, na Disney's The Lion King and Frozen. Ihe ọchị nkeji iri ndị a ga-eme ka ụmụ gị kwaga n'ezie wee gụọ nkeji iri isii na-arụ ọrụ ha chọrọ kwa ụbọchị! Uche obere agụụ na-agụ - ihe ụtọ dị mfe, ihe omume maka ụmụaka dị afọ 0 - 5 Ihe omume dị mfe, na-atọ ụtọ maka ụmụaka, site na nwa amụrụ ọhụrụ ruo ise. Ihe 50 ị ga-eme tupu ị dị afọ ise Ihe 50 ị ga-eme tupu ị dị afọ ise bụ ọmarịcha ngwa ọhụrụ maka ezinụlọ. Ihe omume dị mfe ma na-atọ ụtọ na-abụghị ihuenyo nke ụmụaka nwere ike ime n'ụlọ Kedu ihe ndị nkuzi na ndị nne na nna nwere ike ime mgbe enweghị ụlọ akwụkwọ? Ịmụ ihe n'ịntanetị site na ụlọ na-enye ụmụaka ohere ịzụlite na ịmụta nkà ọhụrụ na aka nke bọtịnụ. Nkwado mmechi ụlọ akwụkwọ: Site na ntiwapụ nke Coronavirus (Covid-19) na-emetụta ọtụtụ ụlọ akwụkwọ agụmakwụkwọ n'ụwa niile, anyị na 2Simple na-enye ohere maka mash Purple Mash na Serial Mash maka ụlọ akwụkwọ na ndị ọrụ ụlọ. Rịọ ohere n'efu ebe a . Mpaghara Ezinụlọ Anyị na-arụ ọrụ iji kwalite nka ịgụ, ide, ikwu okwu na ịge ntị na obodo UK kacha daa ogbenye, ebe otu onye n'ime mmadụ atọ nwere nsogbu ịgụ akwụkwọ. N'ihi na agụghị akwụkwọ dị ala bụ n'etiti ọgbọ, anyị na-elekwasị anya ọrụ anyị na ezinụlọ, ndị ntorobịa na ụmụaka. Eric Carle na-agụ Caterpillar Agụụ Na-agụ nke ukwuu - YouTube Lee Eric Carle, onye odee nke The Very Hungry Caterpillar, na-agụ akwụkwọ foto Puffin a kpochapụrụ n'olu dara ụda. LeapStart Usoro mmụta mmekọrịta iji gbaa ndị mmụta ume okike, obi ike na obi ụtọ. #mindhealthy@home Na-elekọta ọdịmma mmetụta uche ezinụlọ gị n'ụlọ Didiversity #EcoSchoolsAtHome Iji nyere aka kwado ndị unu ka na-arụ ọrụ n'ụlọ akwụkwọ na ndị nke na-aga ụlọ akwụkwọ ugbu a, anyị chọrọ imepụta akụrụngwa Eco-School ọhụrụ nke enwere ike ịmegharị iji nyere gị aka. iji soro ndị na-eto eto nọ n'afọ ọ bụla rụọ ọrụ na isiokwu dị iche iche nke gburugburu ebe obibi - ebe ha na-agbakọ otu nde na otu ọrụ ndị ọzọ na ihe isi ike n'ihi ntiwapụ nke COVID-19. White Rose Maths N'ịbụ ndị na-enwe mmetụta, nke sitere n'ike mmụọ nsọ ma mara ya site na ọrụ nke ndị na-eduzi ndị nchọpụta mgbakọ na mwepụ na ndị na-eme ihe n'ofe ụwa, White Rose Maths na-achịkọta otu ìgwè ndị ọkachamara na-ahụ maka mgbakọ na mwepụ na-anụ ọkụ n'obi iji zụọ, na-eduzi, nyere aka na ịkwado ndị niile chọrọ ime mgbanwe na-eme. ụlọ akwụkwọ ha. Ezigbo ime ụlọ Echiche na ihe omume iji kpalie ndị na-eto eto n'ụlọ EYFS - Oge ntọala ntọala nke afọ mbụ - BBC nkuzi EYFS / Afọ 3 - 5. Audio na-enye ezigbo akụrụngwa maka mmụta mmalite site na akụkọ, egwu, mmegharị na egwu. Ọdịnaya na-ejikọta ozugbo na usoro ọmụmụ ntọala Early Years (EYFS). heyworth home learning activities home learning activity pack jan 2021 Massage Music A Summer Sky 00:00 / 04:44

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

Liverpool City Region and Beyond Early Years Stronger Practice Hub Hub Home Events Newsletters Blogs Programmes Documents Subscribe Childminders Recruitment Maths Champions As part of NDNA's recruitment of settings for the Maths Champions programme, we are holding a number of information sessions. Led by our team of expert Early Years Advisors, these sessions will provide a comprehensive explanation of the programme, the eligibility criteria for settings to take part, and the commitment involved. There is also an opportunity for settings to ask direct questions to the Early Years Advisors, followed by clear instructions of next steps and how to sign up. Below are the dates we have scheduled, and additional dates will be added in November. Maths Information Sessions October Friday 10th October 11:00-11:30 Wednesday 15th October 14:30-15:00 Monday 20th October 14:00-14:30 Thursday 23rd October 15:30-16:00 Tuesday 28th October 14:00-14:30 Thursday 30th October 13:30-14:00 November Tuesday 4th November 11:00-11:30 Thursday 6th November 14:00-14:30 Monday 10th November 15:00-15:30 Wednesday 12th November 16:00-16:30 Tuesday 18th November 14:00-14:30 Friday 21st November 10:00-10:30 Wednesday 26th November 10:00-10:30 Thursday 27th November 15:30-16:00 December Thursday 4th December 14:00-14:30 Friday 5th December 10:00-10:30 Tuesday 9th December 11:00-11:30 Wednesday 10th December 15:30-16:00 Strategic Partners Stronger Practice Hub Privacy Notice