Search Results

Premiuma Xwendekarên Sersalên Destpêkê (EYPP) Premiuma Xwendekarên Sersala li Dibistan û Navenda Malbatê ya Everton Nursey Ji Nîsana 2015-an vir ve, Dibistana Zarokan û Navenda Malbatê ya Everton bi mebesta piştgirî û dewlemendkirina pêşkeftin, fêrbûn û lênihêrîna zarokan bi rêya Premiuma Xwendekarên Sersalên Destpêkê (EYPP) dravdanek zêde peyda kir. EYPP ji hemî zarokên Dibistana Hemşîreyê yên bijarte fonek zêde peyda kiriye da ku Dibistana Hemşîre ya Everton û Navenda Malbatê karibe cûdahiya perwerdehiyê kêm bike. EYPP ji bo hemî zarokên sê û çar salî yên mafdar ku dêûbavên wan hin feydeyan werdigirin an jî bi fermî di lênihêrîna desthilatdariya herêmî de bûn lê ji ber ku hatine pejirandin an jî di bin çavdêriyek taybetî de bûn dev ji lênêrînê berdane EYPP di saetekê de 53 pence zêde dide. an fermana arrangement zarok. Armanc ev e ku Dibistana Zarokan û Navenda Malbatê ya Everton dê salek 302 £ bistînin (nêzîkî 111,30 £ di du serdeman de û 79,40 £ ji bo heyama dawîn heke zarok hîn li dibistanê be) ji hêla Desthilatdariya Herêmî ve ji bo her zarokek ku bigihîje 570-ya xwe ya tevahî. saetan mafê perwerdehiya destpêkê tê fînanse kirin. Ji ber pergalên Desthilatdariya Herêmî yên ji bo ragihandina mafdariyê, em wekî Dibistana Zarokan (li gorî Dibistanek Seretayî) bi gelemperî nekarin bigihîjin agahdariya zelal di derbarê hin zarokên ku ji bo Premiuma Xwendekarên Sersalî (EYPP) guncan in, heya ku zarok neçin cîhê din. mîheng. Ev ji bo Dibistana Zarokan a Everton û Navenda Malbatê ku bi karanîna daneyên Xwarinên Dibistanên Belaş bi karanîna Daneyên Xwarinên Dibistanên Belaş pergalek ji Demjimêra Payîzê re pêşde dike, bandorên darayî yên din diafirîne._cc781905-5cde-3195_ this daneyan plansaziyek darayî ya destpêkî peyda dike da ku hewcedariyên zarokên ku hatine nas kirin bi cih bîne. Wekî din em her dem termek dixebitin, carinan du şertên paşdemayî bi karanîna hesabkirina destûrdariya LA EYPP. Veqetandinên Premiuma Xwendekarên Sersalê ji bo Dibistana Zarokan a Everton û Navenda Malbatê: Bihar 19 = £ 3357.48, havîna 19 = £ 3100.50, £ 4897.20_cc7b-3191905-5c7D_ _cc781905-5cDe-3194-BB3B-136BAD5CF58D_ Bi tevahî = 11355.18 Astengên sereke yên fêrbûnê yên ku ji hêla zarokên ku mafê EYPP-ê li Dibistana Nûjêra Everton û Navenda Malbatê re rû bi rû ne, zehmetiyên axaftin, ziman û ragihandinê û pêbawerî û xwebawerî ne. Van astengan ji hêla Rêvebirên Dibistana Zarokan ve bi temamkirina nirxandinên bingehîn ên dema têketinê ve hatine destnîşankirin. ji bo piştgirîkirina 'amadebûna dibistanê' bandorê herî mezin li zarokên naskirî dikin. Bernameya destwerdana yekem a ku em bi fonên EYPP bikar tînin WellComm e. Bandora bernameya destwerdanê ya WellComm li Dibistana Zarokan û Navenda Malbatê ya Everton destnîşan dike ku bername ji bo zarokên bi zehmetiyên axaftin û zimanî yên naskirî piştgirî dide encamên erênî. Wek Dibistana Zarokan em axaftin û zimanek dikin terapîst ku bi hemî zarokên EYPP yên bijarte yên ku pêdiviya wan bi axaftin, ziman û pêwendiyê naskirî ye re yek bi yek û di komên piçûk de danişînên terapiya axaftinê bixebite. Amûra nirxandina axaftin û zimanî ya WellComm bi raporên kurtkirî yên ku pêşkeftina hatî çêkirin û gavên pêşeroj ên ku hem ji dibistanê SENDCO û hem jî ji dêûbavên / lênêrên zarok re têne peyda kirin belge dikin. Bernameyên me yên destwerdana EYPP-ê yên din girêdana bi muzîkjenên me yên In Harmony, karên dar, yoga û peydakirina serdanên perwerdehiyê yên din re hene ku piştgirî bidin xwebawerî û xwebaweriyê: Muzîkjenên fîlarmonîkî yên Liverpool bi komên piçûk ên zarokên bijarte yên EYPP re dixebitin wekî beşek ji bernameya berfireh a 'In Harmony' ya ku Dibistana Zarokan a Everton û Navenda Malbatê tê de beşdar bûn. Karker û Mamosteyek Yogayê ji ACF Design bi zarokên EYPP-ê yên naskirî re yek bi yek di karê daristanê de û komên piçûk di yogayê de bi mebesta pêşxistina pêwendiya zarokan û zimanê wan û xwebawerî û hurmeta wan bi karên dar û yogayê re dixebite._cc781905 -5cde-3194-bb3b-136bad5cf58d_ Xebatkarên Dibistana Zarokan mînîbusa dibistanê ji bo serdanên perwerdehiyê bikar tînin da ku zimanê zarokên EYPP, meraqa xwezayî û zanîna li ser hawîrdora wan a herêmî bi serdanên parka herêmî, muzexane û pirtûkxaneyê bêtir berfireh bikin. Ji kerema xwe ji bo stratejiya Premium ya Xwendekarên Sersalên Dibistanê ji bo 2018 - 2020 li jêr binêrin.

EYSH SDG 15 | ENSFC Di Ahengê de UNESCO SDG 15 LINK SDG 15 Sustainable Development Goals. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 Home | Climate Action Strategy | Case Studies | Curriculum Resources | Blog and Video Logs

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

Online Safety is very important to us at Everton Nursery School and Family Centre. Ewlekariya serhêl Ewlehiya serhêl li Dibistana Zarokan û Navenda Malbatê ya Everton ji me re pir girîng e. Li jêr zencîreyên cihêreng binêre da ku di dema serhêl de xwe û zarokên xwe ewle bihêlin piştgirî bikin._cc781905-5cde-3194-bb30cc575 -5cde-3194-bb3b-136bad5cf58d_ Me vê dawîyê dest bi kanala xwe ya You Tube kiriye. Ji bo parastina zarokê xwe dema li You Tube temaşe dike, ji kerema xwe PDF-ya rêwerzên hêsan nîşan dide ku hûn wekî dêûbav û lênêran li pey bişopînin û "Qedexekirî" vekin. Mode' dema ku You Tube bikar tîne. Dema ku zarokê we li malperê digere ev ê naveroka gihîştî an neguncaw asteng bike. Rêbernameya sînorkirina YouTube Ji bo Rêbernameyek Dêûbav a Facebookê, ji kerema xwe bikirtînin vir . Zêdetir agahdarî li ser Facebookê, Pêvek . Zêdetir Rêbernameyên Medya Civakî vir. Bifikirin bernameya perwerdehiyê ya ji NCA-CEOP, rêxistinek Keyaniya Yekbûyî ye ku zarokan hem serhêl û hem jî negirêdayî diparêze. Thinkuknow Ewlehiya serhêl li pakêtên malê Malbatên çalakiyên 15 hûrdemî yên hêsan dikarin bikin da ku ewlehiya serhêl a zarokê xwe li malê piştgirî bikin. Pakêtên ji bo temenên 4 heta 14+ hene. Dêûbav her weha dikarin rêberên vîdyoyên me yên li ser mijarên cihêreng ên ewlehiya serhêl temaşe bikin. Thinkuknow Amûrên ewlehiya serhêl Ji bo fêrbûna rûbirû: Bitesize çalakî û pelên xebatê li ser bingeha pakêtên çalakiya meya malê ya ku hûn dikarin di cîhana perwerdehiya xwe de rû bi rû radestî zarok û ciwanan bikin. Amûrên di navbera 5 û 14+ de dikarin werin bikar anîn. Ji bo agahdariya li ser cûrbecûr mijarên ICT, tevî medyaya civakî, ji kerema xwe bikirtînin vir ji bo gihîştina rûpela BBC Webwise. Everton Nursery School û Navenda Malbatê çend sal berê niha 360 pileya ewle, Nîşana Ewlehiya Serhêl hate xelat kirin. Ji bo xwendin an dakêşana polîtîkaya Ewlehiya Serhêl a dibistana me/navendê, ji kerema xwe bikirtînin vir .

EYSH SDG 7 | ENSFC Di Ahengê de UNESCO SDG 7 LINK SDG 7 Sustainable Development Goals. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 Home | Climate Action Strategy | Case Studies | Curriculum Resources | Blog and Video Logs

Climate action planning Di Ahengê de Climate action Dfe Strategy Climate Action Planning 1. GETTING STARTED 2. Blank Climate action planning template 3. An example of an action plan using the 3 pillars of sustainability 4. An example of an action plan using place based alearning approach Climate Action Training 1. CAP from audit exemplar 1 column logo 2. CAP from audit exemplar 1 columns blank 3. CAP from audit exemplar 3 columns 4. CAP from audit exemplar blank 3 columns 5. Climate Action Plan Audit 2026 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 Newsletters Blogs Programmes Documents Subscribe Childminders Recruitment The Liverpool City Region and beyond Early Years Stronger Practice Hub is one of 18 DfE designated Stronger Practice Hubs across England. The Liverpool City Region Hub will cover the Liverpool City Region Local Authorities and Beyond , offering bespoke support, EEF evidence informed training opportunities as well as conferences and opportunities to network with others working in Early Years. The hub is fully funded, meaning the offer will always be free to those who take part. The team running the hub are all working within the schools/settings currently and want to offer support across the whole Early Years sector. If you are a childminder, working in a PVI or school/maintained nursery class and would like more information and to join our network, please sign up to the hub here: Subscribe Events Watch this space for future events Learn More Programmes Communication, language and literacy programmes Learn More Blogs Learn More Childminders Free advice, support and training for childminders Learn More Subscibe Liverpool City Region and Beyond Stronger Practice Hub Sign Up Page Learn More Newsletters Providing practical information from educators across the Liverpool City Region Learn More Recruitment Recruitment opportunities at the Liverpool City Region Stronger Practice Hub. Learn More Documents Hubs working with the Education Endowment Foundation Learn More Early years stronger practice hubs provide advice, share good practice and offer evidence-based professional development for early years practitioners. They are part of the early years education recovery support package, which also includes the early years experts and mentors programme. The early years stronger practice hubs programme is supported by the Education Endowment Foundation and the National Children’s Bureau. It is funded for 2 years, until late 2024. More information, along with our privacy notice for the programme, is available on the National Children’s Bureau website. Hubs support other nurseries and childminders in their area to adopt evidence-based practice improvements by: * establishing local networks of early years educators to share knowledge and effective practice * sharing information and advice on evidence-based approaches – for example, through newsletters, blogs and social media * acting as a point of contact for bespoke advice * signposting to other funded support * working with the Education Endowment Foundation to select evidence-based programmes to fund and make available to nurseries and childminders Hub locations There are 18 hubs in total – 2 in each of the 9 government office regions across England. Each hub consists of a lead setting and up to 4 partners . 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 maths. Each Hub is led by a group-based (school-based, private, voluntary, or independent) early years provider. The Department’s ambition is for Hubs to be evenly distributed across England, with two Hubs in each of the nine government office regions. Everton Nursery School and Family Centre have been successfully appointed as one of the 6 new DfE Early Years Stronger Practice Hubs, and will lead the Liverpool City Region and Beyond Stronger Practice Hub supporting 11 Local Authorities surrounding Liverpool City Region. There will also be an opportunity to gain coaching and mentoring with early years specialists through the Stronger Practice Hubs as well as CPD and workforce development opportunities. Email: SpHubNW@evertoncentre.liverpool.sch.uk Strategic Partners Stronger Practice Hub Privacy Notice

EYSH SDG 4 | ENSFC Di Ahengê de UNESCO SDG 4 LINK SDG 4 Sustainable Development Goals. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 Home | Climate Action Strategy | Case Studies | Curriculum Resources | Blog and Video Logs

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

Liverpool City Region and Beyond Early Years Stronger Practice Hub Hub Home Events Newsletters Blogs Programmes Documents Subscribe Childminders Recruitment Sharing gifted resource bags Kendal Childminding Network Sharing how resource bags gifted by Liverpool City Region and Beyond Stronger Practice Hub have made an impact to a childminder network. How did you use the resource bag? Thank you so much for the resource box that Tracie (Strategic Childminder Support Lead) brought to our Network Drop in at Beck Community Centre in Kendal. We used the ‘Owl Babie’s’ story sack within the drop in while Tracie was with us. The children absolutely loved the story and used the fabulous puppets. We extended the activity by playing ‘sleeping owls’ then flying around and swooping down to picking up toys to put them away for tidy up time. Please share further information on how the resource bag supported your setting and how the resource bag may inspire or support other childminders? Every week each childminder will take home a different resource bag to share with their minded children and then swap the following week. They will also take it in turns to use a bag within the drop in, for the activity and swap ideas to extend activities within the bags. What impact did this resource bag have on the learning of the children in your setting? The children and childminders absolutely enjoyed using the story sack. Everyone joined in, got excited, had fun and laughed all the way through the story. They learnt all about why babies get upset when their mummy leaves them. It promoted discussion about emotions including how they felt that morning being dropped off at their childminders. The children talked about cuddling their childminders for reassurance and how they felt safe. Some of the children cuddled each other, others cuddled the owls. The children pretended to be sleeping baby owls, when woken they flew around swooping and diving down, before going back to sleep to do the actions again. After the session the children all helped to put the contents back into the bag ready for next time. Strategic Partners Stronger Practice Hub Privacy Notice

Supporting self-regulation in the early years Liverpool City Region and Beyond Early Years Stronger Practice Hub Hub Home Events Newsletters Blogs Programmes Documents Subscribe Childminders Recruitment Supporting self-regulation in the early years Amanda Quirk is an early years teacher and leader with over 30 years’ experience working with children 0 -5, early years teachers and educators in PVIs and schools. Amanda is an area lead for the DFE Experts and Mentors programme. In my role I am lucky enough to be out and about the North West, supporting many early years’ practitioners, leaders and managers. Working with young children post COVID has brought some even bigger challenges to us all. One current issue I have observed and I hear about is children who lack basic social skills, have poor emotional regulation, no impulse control, lack focus and are unable to adapt to different situations. These behaviours are closed aligned to self-regulation. I am not alone in worrying about this trend and what it may mean in the future for these children. The Early Years Foundation Stage statutory framework for group and school-based providers. January 2024, states. ‘Children should be supported to manage emotions, develop a positive sense of self, set themselves simple goals, have confidence in their own abilities, to persist and wait for what they want and direct attention as necessary.’ Self-regulation is what makes self-control possible. Without the skills linked to self-regulation, there is an inability to manage oneself and to control actions linked to strong emotions and feelings. This could lead to conflict with peers and adults, a brake down in friendships, and may become a barrier to learning. As early year’s educators, we are fortunate, in that we have a chance to work with children at their most receptive and responsive. This thought always gives me hope and the belief that in early years, we can be arbiters of change. The OFSTED report ‘Best Start in Life Part 2’ makes clear the research that supports links between strong PSED skills and academic success (follow the link below) Here are 3 key strategies that research advocates in supporting young children to start better self-regulation: Help children to name a range of different emotions. Use yourself, books and stores, pictures, mirror play, photographs and role play to name and recognise different emotions and feelings with children to extend their vocabulary. Help children to understand these different emotions. Talk about how different emotions look or feel like in order to help children better understand themselves. Model a range of feelings and emotions and how to deal with them. : Be a role model by demonstrating positive behaviours. Encourage empathy and understanding by discussing feelings and emotions with children, helping them develop their language and emotional intelligence. Co regulation before self-regulation. Initially narrate the problem and possible solutions with children, then gradually move on to coaching children through real life events that will help to develop language and strategies available to them independently. The good news is that we can teach self-regulation skills, and they can be learnt. The tools and resources you use may not cost a lot but will have a big impact on the lives of the children in your setting. If we help children to identify their emotions and teach strategies to help children to cope with how they are feeling or what is happening, we will be giving the life-long gift of being able to achieve goals and navigate life’s challenges. For further information and reading, please click the links below. OFSTED Research and analysis. Best Start in Life Part 2 Best start in life part 2: the 3 prime areas of learning - GOV.UK (www.gov.uk) EEF. Personal Social and Emotional Development. Approaches and practices to support Personal, Social and Emotional development in the Early Years EEF | Personal Social and Emotional Development (educationendowmentfoundation.org.uk) Strategic Partners Stronger Practice Hub Privacy Notice

Our aim is to encourage and inspire our families to support their child’s home learning. Through our Remote Learning Contingency Plan Plana Pêwîstiya Fêrbûna Dûr