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We are a SAFE School and Children's Centre ​Parents/carers should be aware that Everton Nursery School and Family Centre will take any responsible action to ensure the safety of its children. Parastina Zarokan û Parastina Zarokan Em Dibistan û Navenda Zarokan a EWLE ne Divê dêûbav / lênihêrker zanibin ku Dibistana Zarokan û Navenda Malbatê ya Everton dê ji bo ewlehiya zarokên xwe tevdîrek berpirsiyar bavêjin. Di rewşên ku xebatkarên kreş/navendê xwedî sedem fikar bin ku dibe ku zarokek bibe rastî muameleya xirab, îhmalkirin an şêwazên din ên îstismarkirinê, Serek Mamoste/Serokê Navendê ji bilî şopandina prosedurên Parastina Zarokan a Liverpool û Xizmetên Zarokan ji xemê agahdar bikin. Dêûbav/Nêrîner her gav ji fikaran bi tevahî agahdar nebin heya ku Serek Mamoste/Serokê Navendê piştrast nebe ku ewlehiya zarokê bi vê yekê zirarê nade. Navê Rêberiya Parastinê ya Destnîşankirî ev e: Lesley Curtis (Serokê Mamosteyê / Serokê Navendê) Cîgirên destnîşankirî yên Serkirdeyên Parastinê ev in: Faye O'Connor Paula Fagan Ruth Scully Navê lînka Navenda Zarokan ji bo Parastina Zarokan ev e: Paula Fagan Waliyê Namzed ku ji Parastin û Parastina Zarokan berpirsiyar e ev e: Andrea Vaughan Waliyê Namzed ê ku ji Zarokên ku li wan tên mêzekirin berpirsiyar e ev e: Ruth Scully Li gorî daxwazê, kopiyên Polîtîkaya Parastina Zarokan û Parastina Zarokan dikarin ji dibistanê/navendê werin wergirtin. Ger fikarên we li ser ewlekariya zarokek hebin, hûn dikarin bi her endamekî karmend re biaxivin an jî li ser Careline telefon bikin: 0151 233 3029. Child Protection and Safeguarding Policy PANTS and The Underwear Rule: Learning about staying safe, keeping our private parts private and respecting the right to privacy – supported by content from the NSPCC. https://www.nspcc.org.uk/keeping-children-safe/support-for-parents/pants-underwear-rule/ https://www.nspcc.org.uk/keeping-children-safe/support-for-parents/pants-underwear-rule/pants-guides/ Children and young person guide to working together to safeguard children

Parent carer information forms letters and what to expect. Rûpelê dêûbav / lênêrînê Form û agahdarî QEBÛNA FORMA SEPANÊ KODA REFETÊ DENGÎ LI KURSEYÊ PIRTÛKXANEYA LÎSTIK Û PIRTÛKAN LI EYFS ÇI LI HEVIRÎ Nameyên ji dêûbav / nêrevanan re FORMA DAXUYANIYA DAVÊ RÊBERÊ DAVÊN EYFS PIRTÛKA AGAHYARIYA DÊBAVAN 3-5 CILÊN ZÊDE LÎSTEYA PRICE UNIFORM TOILET TRAINING Dêûbav Şîroveyên li ser Dibistana Zarokan a me Aqûb li zarokxanê xwe ewle, piştgirî û hezkirin hîs dike, gihîştina sîh demjimêrên perwerdehiyê hişt ku ew bêtir wextê xwe bi lêkolîn û fêrbûna bi hevalên xwe re derbas bike. Ev dibistan hawîrdora herî xweş ji zarokan re peyda dike ku hîn bibin, keşf bikin û ji perwerdehiya zaroktiyê kêfxweş bibin. Em wek dêûbav xwe pir bextewar hîs dikin ku Aqûb li gorî standardên herî bilind tê lênêrîn, pelê wî yê Karkerê Malbatê bi rastî alîkariya me kir ku qonax û armancên wî yên pêşkeftinê fam bikin'. -Eliza Willis - Dêûbavê Jacob Willis Bea hem di warê civakî û hem jî di warê akademîk de gavên mezin avêtine. Baweriya wê pir zêde ye û me ê nikarîbûya ew qas standartek bilind bidaya wê. Me nikarîbû ji bo keça xwe ya piçûk jiyanek çêtir bixwaze. Bea ji qada derve hez dike, ev yek ji wan sedemên ku me ev Dibistana Zarokan hilbijart. -Sam McKenna Bavê Bea McKenna Heidi ji hatina hemşîreyê hez dike û ez nikarim spasiya karmendan bikim ji bo hemî dilsozî, piştgirî û keda wan da ku Heidi di hemî warên fêrbûna xwe de pêşkeftinê çêbike. Tecrûbeyên ku wê li hemşîreyê hene ecêb in û danûstendina di navbera mal û Dibistanê de geş e. Spas dikim! -Francine McArdle Dê û bavê Heidi Hughes Ruby her gav li dora mirovên nû pir westiyayî û şermok bû, rûtîniya dibistanê û atmosfera erênî hişt ku Ruby pratîkê bike ku bêtir pêbawer bibe. Heqê hewldana mamosteyan ji bo amadekirina karên weha kêf, afirîner û xeyalî ji nedîtî ve çûye. Ruby ji min re dibêje ku ew hez dike ku li derve bilîze, wekî dêûbav ez hest dikim ku qada derve ecêb e. Hem ez û hem jî Bavê Ruby ji xwendina çîrokan û dîtina wêneyên Ruby pir kêfa xwe distînin! - Courtney Needham - Dê û bavê Ruby Needham Enzo ji sî saet perwerdehiyê bi girseyî sûd wergirtiye. Zanîna zimanê wî îsal gelek pêşketiye, ew niha ji me çêtir îngilîzî diaxive, carinan xeletiyên me jî rast dike. Enzo ji rûtîniya dibistanê hez dike û rojê bi Masajê dest pê dike. Têkiliya bi mamosteyê pola wî û xebatkarê malbatê re pir xweş e, ez her gav pê bawer im ku Enzo ji dibistanan kêfê dike û her fikar dê di cih de were ragihandin. -Maria Siqueira - Dê û bavê Enzo Siqueira

The aim of our curriculum at Everton Nursery School and Family Centre is to encourage the all-round development of the child, socially, emotionally, physically, intellectually and spiritually in a safe, secure and stimulating environment through reference to the Early Years Foundation Stage. Curriculum Armanca qursa me li Dibistana Hemşîre û Navenda Malbatê ya Everton ev e ku bi referansa Qonaxa Weqfa Salên Destpêkê ve, teşwîqkirina pêşkeftina tev-dorê ya zarokê, civakî, hestyarî, laşî, rewşenbîrî û giyanî li hawîrdorek ewledar, ewledar û teşwîq bike. Em pabend in ku her dem ji bo zarokên xwe yên piçûk standardên herî bilind ên fêrbûn û hînkirinê peyda bikin. Em hawîrdorên fêrbûnê yên armancdar û dilşewat peyda dikin ku hemî zarok bilîzin, fêr bibin û keşif bikin. Em dinêrin, guhdarî dikin û bala xwe didin ka zarok çawa bi rêjeya xwe mezin dibin û wan di dema xwe de li Dibistana Zarokan a me bi ezmûnên fêrbûna bi baldarî plansazkirî bi wan re dijwar dikin. Em plan dikin ku çarçoveya 'Pêşveçûn Pirsên Pêşketinê' ya Qonaxa Weqfa Salên Destpêkê (EYFS) bikar bînin û hemî zarokan bi ezmûnên fêrbûna berfireh û hevseng li her heft warên fêrbûn û pêşkeftinê - hem li hundur û hem jî li derve, xwedî bikin! Ji bo hewcedariyên zarokan plansaz kirin Bernameya me ya perwerdeyê ji bo hewcedariyên pêşveçûnê yên hemî zarokên di bin 5 salî de bi baldarî hatiye plansaz kirin. Qonaxa perwerdehiyê ji bo zarokên 0-5 salî jê re Qonaxa Weqfa Salên Destpêkê tê gotin, ku taybetmendiyên zarokan ên hînbûna bi bandor bi heftan vedikole. qadên hînbûn û pêşveçûnê: Ragihandin û Ziman Huner û Sêwirana Îfadekar Kêrhatina xwendinê Rîyaze Pêşveçûna Fîzîkî Têgihiştina Cîhanê Pêşveçûna Kesane, Civakî û Hestî Curriculum learning and teaching policy The Early Years Foundation Stage is used to plan for the development of the whole child. The children’s interests are used as starting points to stimulate learning. Qonaxa Weqfa Salên Destpêkê ji bo plansazkirina pêşveçûna tevahiya zarokê tê bikar anîn. Berjewendiyên zarokan wekî xalên destpêkê têne bikar anîn da ku fêrbûnê teşwîq bikin. Hemî warên fêrbûn û pêşkeftinê bi hev ve girêdayî ne û bi heman awayî girîng in. Li Everton Nursery School û Navenda Malbatê, em bi tevahî qebûl dikin ku 'Zarok bi rêjeyên xwe pêşve diçin.' (Mijarên Pêşketinê, Perwerdehiya Destpêkê 2012) Jîngeha Fêrbûnê Her çend zarokxane wekî jûreyek lîstikê ya nefermî xuya bike jî, her tişt ji bo armancek hatî hilbijartin û derxistin. Her tişt hatiye dîzaynkirin ku ji zarokan re bibe alîkar ku fêr bibin û jêhatîbûnên pêwîst bidest bixin. Mînakî; xêzkirina mêşan ji zarokê we re dibe alîkar ku naskirina reng û şekil, rêzkirin, çêkirina nîgar û hevrêziya dest-çav pêşve bibe, ji bilî kêfa afirîner a ku ezmûn dide. Dê her zarokek xwedî fersendê be ku bi cûrbecûr materyal, amûr û çalakiyan re biceribîne, di nav de reng, materyalên kolajê, qûm, av, setên avahîsaziyê yên mezin û piçûk, pêlîstokên 'cîhana piçûk' ên wekî rêyên hesinî an xaniyên kulikan, komputer û alavên din ên ICT. , hevîr, lîstok, çîp, pênûs, qelem, qelem, kaxez, cûrbecûr pirtûkên çîrokî û ne-çîrokî û lîstika rolan. Zarok her roj xwe bigihînin hawîrdora me ya berfireh û bi baldarî plansazkirî û di hin demên rojê de dikarin hilbijêrin ku li hundur bimînin an jî li gorî ku ew dixwazin derkevin derve. Derveyî wan xwedan pêlîstokên bi teker, alavên hilkişînê, qûm û av, deverên bêdeng, û her weha di çandin û domandina deverên baxçe de cih digirin. Rêyek ewlehiyek berfireh heye, û rêzek 'gir' û rêyên ku werin keşfkirin hene. Zarok di heman demê de salona hundurîn ji bo çalakiyên pêşkeftina laşî li ser amûrên mezin, û ji bo çalakiyên dans, muzîk û tevgerê bikar tînin. Ketina mamoste Her çîn ji hêla Mamosteyek Qonaxa Weqfê ve bi ezmûn û jêhatî ve tê rêve kirin. Ev Mamoste di destpêka hem danişînên sibê û hem jî piştî nîvro de ezmûnek fêrbûna bi pêşengiya mezinan rê dide da ku têkevin, eleqedar bikin û dilşewatiya zarokan ji bo fêrbûnê geş bike. Her Mamoste ji hêla Perwerdekarek Zarokatiya Destpêkê ya Asta 3 ve tê piştgirî kirin. Hem Mamoste û hem jî Karkerên Malbatê rola Karkerê Malbatê (Karkarên Key) ji zarok û malbata wan re digirin. Pelên Karkerê Malbatê Li Dibistana Zarokan a Everton, em bawer dikin ku çavdêrîkirin, ronîkirin, nirxandin û belgekirina fêrbûn, serkeftin û destkeftiyên zarokan hêmanên girîng ên dersa Qonaxa Weqfa Salên Destpêk in. Ev pêvajoya belgekirinê karmendan dihêle ku pêşkeftina zarokan a takekesî bihesibîne ku li gorî wê ji bo derfetên fêrbûna pêşerojê plansaz bikin da ku hewcedarî û qonaxa pêşkeftinê ji bo hemî zarokan bi cih bîne. Karmend van çavdêrî, refleks û nirxandinan di Pelên Karkerên Malbatê yên ferdî yên zarokan de tomar dikin, ku herdu jî di her fersendê de ji dêûbav/nenêran re peyda dibin.

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 .

Everton Nursery School and Family Centre is based in the Everton ward of Liverpool. As a maintained nursery school and children's centre, the school and centre has high quality early childhood education with care at the core of its provision. 1/5 Look at the activities we explore at Everton Nursery School and Family Centre Up We have 2, 3 and 4 year old 15 hour funded places available for 2025 Apply here Up Welcome to Everton Nursery School and Family Centre. Mission Statement The mission of Everton Nursery School and Family Centre is to promote the children’s educational and social development and help families have and achieve high expectations for themselves and the community. On behalf of all the Staff and Governors I would like to welcome all children and their families. We look forward to working with you. The Nursery School and Children's Centre is open 8.00a.m. to 3.30p.m. Telephone: 0151 233 1969 Telephone calls to the Nursery School and Children's Centre can be supported during this time period. Outside of these times the telephones and reception are not staffed. If you wish to report a child's absence please use Arbor or leave a message on the answer machine. 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. Cresswe ll 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. Hûn bi xêr hatin Dibistan û Navenda Malbatê ya Everton Nursery. Li ser navê hemû Karmend û Waliyan ez bixêrhatina hemû zarok û malbatên wan dikim. Em li bendê ne ku di sala akademîk a pêş de bi we re bixebitin. Dibistana Zarokan û Navenda Zarokan ji saet 08.30 heta 16.00 vekirî ye. Di vê heyamê de têlefonên li Dibistana Zarokan û Navenda Zarokan dikare were piştgirî kirin. Li derveyî van deman têlefon û resepsiyonê ne karmend in. Heke hûn dixwazin nebûna zarokekî ragihînin ji kerema xwe ParentMail bikar bînin an jî li ser makîneya bersivdanê peyamek bihêlin. Ji Îlona 2022 , ji kerema xwe bala xwe bidin qadên bendewariyê yên dersan bi du deriyên cihê ne. Ji dêûbavan tê xwestin ku li deverên destnîşankirî li benda pola zarokên xwe yên ku ji hêla civakî ve dûr in bisekinin. Zarokên pola Spencer divê li kolana Spencer bi dêûbavên xwe re li parka gerîdeya karmendan bisekinin. Zarokên Cresswell û Heyworth divê li qada bendê li paşiya dibistanê/navendê ku ji deriyê riya Dibistana Forestê ji parka gerîdeyên Spencer Street tê gihîştin bisekinin. Deriyê têketin/derketinê yê Cresswell Street di dema ku zarok têkevin û ji navendê derdikevin nayê vekirin. Karmend dê di destpêka/dawiya rojê de ji we re bibin alîkar ku hûn têkevin/derketina ji mektebê/navenda navendê demên dibistanê. Ji kerema xwe dûrî deriyên dibistanê park bikin (û ne li ser xetên zig-zagê yên zer ên bê parkkirinê) an parka gerîdeyê li cîh bikar bînin an dûrî kolana Spencer an Cresswell park bikin û berbi deriyên deriyê dibistanê bimeşin da ku hemî zarok ewle bimînin._cc781905 -5cde-3194-bb3b-136bad5cf58d_ Demên dersan wiha ne: Dersên Cresswell: Duşem, Sêşem, Pêncşem û Înî saet 9.00 dest pê dikin û 3.00 danê êvarê diqedin. Sibeha Çarşemê sinifa Cresswell di saet 9.00an de dest pê dike û di 12.00ê nîvro de diqede. û sinifa Cresswell piştî nîvro roja Çarşemê ji 12.15 heta 15.15 dest pê dike. Dersên Spencer 1 û 2: 9.00a.m. destpêk û 15.00 bi dawî bibe roja Duşem, Sêşem, Pêncşem û Înî. Sibeha Çarşemê dersên Spencer di saet 9.00an de dest pê dikin û di 12.00ê nîvro de diqedin. û piştî nîvro dersên Spencer roja Çarşemê ji saet 12.15 heta 15.15 dest pê dikin. Navenda Spencer 3 ji bo Dersa Nurture di 09:00 de dest pê dike. û saet 15.00 bi dawî dibe. li ketina / derketina kolana Spencer. Dersên Heyworth di 09:00 de dest pê dikin. û ji qada bendewariyê ya li pişt dibistanê/navendê têne gihîştin û saet di 15:00 de diqedin. roja Duşem, Sêşem, Pêncşem û Înî an jî 12ê nîvro ger cîhek we ya sibê hebe. Sibeha Çarşemê dersên Heyworth saet di 9.00an de dest pê dikin û di saet 12.00an de diqedin. û piştî nîvro dersên Heyworth ji saet 12.15 heta 15.15 roja Çarşemê dest pê dikin. Cihên ku têne dayîn ji 08:00 heta 13:00 hene. an saet 13.00. heta saet 17:15 saetên destpêk û qedandinê. Taştêya me ji saet 08.00an pê ve li salona dibistanê tê dayîn. Ji kerema xwe li ber deriyên ducar ên li nêzî metbexa dibistanê li Kolana Spencer bisekinin û endamek karmend dê zarokê we ji deriyên ducar werbigire/derxe. Piştî Dibistana me jî li salona dibistanê ye. Divê herî dereng saet di 5.15 pm de zarok ji dayîna Piştî Dibistanê werin berhev kirin. Ger dêûbav/nenêrvan dereng zarokê/zarokên xwe ji Piştî Dibistanê an roja dibistanê ya sereke berhev bikin, serê saetekê 5 £ tê dayîn. Heta ku randevûyeke bijîjkî ya bi delîlên ku li ser randevûyê hatine dîtin nebin, tu zarok zû dev ji danişînên kreşxaneyê bernadin. Perwerdehiya hemşîreyê ji bo hin zarokên 2 salî û 3 û 4 salî 15 saetan û ji bo dêûbavên ku dixebitin 30 demjimêran ji bo zarokên 3 û 4 salî tê fînanse kirin. Di hemû danişînan de tevlêbûna tam û nuqte hewce ye. Beşdarbûn û rastbûna nebaş dê bête asteng kirin (wekî ku ji hêla Desthilata Herêmî ya me ve tê xwestin) û dikare bandorê li cîhê zarokê we bike._cc781905-5cde-3194-bb3b-136bad5cf5d Heya nuha, serdanên pola meya Hemşîreyê tenê bi randevûyê ne. Di vê navberê de ji kerema xwe li jêr gerên virtual yên hawîrdorên fêrbûna pola me bibînin. Heyworth dersên me yên 2-3 salî ne û Cresswell û Spencer dersên me yên 3-4 salî ne. Di dawiyê de, ji kerema xwe, ger hûn difikirin ku nîşanên coronavirus li we hene, NE nekevin Malpera Dibistana Zarokan an Navenda Zarokan. Ger pirs an fikarên we hebin, ji kerema xwe bi min re têkilî daynin ser evertonnsfc@evertoncentre.liverpool.sch.uk Rêz û rêz L. Curtis Dr. Lesley Curtis OBE Serokê / Serokê Navenda 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. No children are to leave their nursery sessions early unless they have a medical appointment with evidence seen of the appointment. Nursery education is funded for 15 hours for some 2 year olds and 3 and 4 year olds and 30 hours for 3 and 4 year olds for parents who work. Full attendance and punctuality is required at all sessions. Poor attendance and punctuality will be challenged (as required by our Local Authority) and could impact on your child’s place. At present, visits to our Nursery Class are by appointment only. In the meantime please see below virtual tours of our classroom learning environments. Heyworth is our 2-3 years classes and Cresswell and Spencer are our 3-4 year olds classes. Finally, please DO NOT come into the Nursery School or Children's Centre site if you consider that you have the symptoms of coronavirus. If you have any questions or concerns, please contact me on evertonnsfc@evertoncentre.liverpool.sch.uk Yours sincerely L. Curtis Dr. Lesley Curtis OBE Headteacher/Head of Centre Tiştên ku îro bikin Load More

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 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 and beyond Early Years Stronger Practice Hub Hub Home Events Blogs Childminders Programmes Documents Subscribe Early Years Professional Development Programme Newsletters 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 Blogs Childminders Programmes Documents Subscribe Early Years Professional Development Programme Newsletters Recruitment NELI Preschool Craig Bolton, Headteacher at East Prescot Road Nursery School, Liverpool, introduces the NELI Preschool programme. East Prescot Road Nursery School is a partner of the Stronger Practice Hub. What is NELI Preschool? The Nuffield Early Language Intervention for Nursery (NELI Preschool) combines elements of two successful existing interventions: NELI-R and Parent and Children Together (PACT). NELI Preschool is an enrichment programme, delivered to the whole class, with additional targeted support for children with weaker oral language. The programme is designed for 3 and 4 year olds and runs over 20 weeks. It involves scripted interventions, focusing on dialogic reading, teaching vocabulary, listening and narrative skills. In Reception year, the NELI-R programme follows on and develops children’s phonological awareness and letter sound knowledge. Reading is at the heart of NELI Preschool. The programme is crafted around 20 high-quality, engaging books, including traditional tales, non-fiction and fiction. Ideas are often expanded into language-rich and engaging continuous provision and can become a solid basis for a book-focused sequenced and progressive curriculum. Why did we adopt NELI Preschool? Our school’s top priority had been improving children’s outcomes in communication and language. This became even more pressing following the Covid pandemic. We had devised a strategy for professional development to improve practitioner expertise within the language-rich learning environment. We had already adopted a range of interventions and approaches to assess and support our children’s listening and attention, comprehension and speaking skills. We wanted to build upon our existing approach and to further develop our curriculum to incorporate books and the direct teaching of new vocabulary. The NELI Preschool programme was the ideal complement to our existing provision and offered opportunities for professional development for the whole staff team. The power of NELI Preschool is that it is a whole-school intervention, a universal model. All children explore the same high-quality text, learn the same new words and their meanings and engage in the same learning activities that deepen their conceptual understanding. How does NELI Preschool work? Our whole staff team were very well supported in our preparation phase. We received handbooks, resources, flashcards, training and mentor support. Children were then assessed through an app called ‘Language Screen’, which identifies children needing most support with their language skills. This informs the groupings of children who will receive further support in small groups 3 times per week, and those who will benefit from short individual sessions. There are three elements of the programme: whole-class sessions delivered by a trained practitioner five times a week; targeted intervention in small groups for children with the weakest language skills and weekly individual sessions as a further opportunity to revisit learning. The NELI Preschool structure operates over a five-day cycle, in daily 15-20 minute sessions. The first day involves sharing the book of the week with the whole class. The remaining four days focus on a ‘Special Word’ from the shared text, with interactive learning activities designed to explore the new word and linked concepts in greater detail. The programme is supported by digital resources for the Interactive Whiteboard and scripted handbooks to support the delivery of the sessions. The Education Endowment Foundation (EEF) is funding a project to further understand delivery of the programme in PVI settings, with interested settings able to register now to take part. In addition, EEF in collaboration with the Department for Education’s Stronger Practice Hubs, are exploring funding a larger trial in 2024 with both state-maintained and PVI settings. What to do if you would like more information about NELI Preschool, or supporting the language and literacy development of children in your setting If you would like to develop your skills or further your knowledge in early language or literacy development for children in your setting, why not explore: The support available through your local Early Years Stronger Practice Hub, which is detailed here . The EEF Evidence Store gives accessible evidence-based information on approaches that practitioners can use when supporting communication and language development, and early literacy . The NELI website can be accessed here. Strategic Partners Stronger Practice Hub Privacy Notice

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 CONCEPT CAT Blog By Alex Gower-Jones. Role of the Strategic Childminder Lead Artist Name 00:00 / 15:41 Dr Diane Boyd talks to Tracie Dowling about the role of the Strategic Childminder Lead at Liverpool City Region and Beyond 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 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 and beyond Early Years Stronger Practice Hub Hub Home Events Blogs Childminders Programmes Documents Subscribe Early Years Professional Development Programme Newsletters Recruitment The following information and documents will provide you with an insight of the Early Years Stronger Practice Hubs working with the Education Endowment Foundation A flexible way for settings to engage with various online recordings Liverpool City Region and Beyond Early Years Stronger Practice Hub, have introduced a flexible way for settings to engage with various online recordings. Feedback from Local Authorities highlighted Communication and Language development as a continued key priority, so this has been the focus of the CPD resource. The resource provides flexibility to suit all educators, whether refreshing their knowledge or exploring communication and language in more depth for the first time. Childminders plan to use the recordings during network meetings to encourage good practice and discussion. Similarly, other settings can incorporate the recordings into INSET days or staff meetings. To support this, there is a written INSET template for those who prefer this delivery format. This resource will be a valuable tool to support evidence-informed practice, encourage professional dialogue, and promote the effective sharing of knowledge across early years settings. If you would like the recording that accompanies this inset resource please email sphubnw@evertoncentre.liverpool.sch.uk providing us with your name, setting name, postcode and Local Authority your setting is registered with. Early Education Journal Early Education published a Journal issue on Cultures of Sustainability in Summer 2024. The journal started a conversation exploring sustainability, referenced by Jan White in the editorial. This issue is a follow on from that one, building on the articles and educators’ experiences of sustainability in practice. Communication and Language A short INSET template to use with your team which will support professional development to improve practice and outcomes for children. Early Years Pupil Premium | EEF - Education Endowment Foundation The Early Years Pupil Premium (EYPP) has one aim: to improve outcomes for socio-economically disadvantaged children from 9 months upwards. In April 2025, the Department for Education (DfE) increased funding for the EYPP by 45% to £570 per child per year. https://educationendowmentfoundation.org.uk/early-years/pupil-premium A School’s Guide to Implementation Maximise the impact of new approaches and practices. educationendowmentfoundation.org.uk A School's Guide 1 A School's Guide 2 Early Mathematics The EEF is an independent charity dedicated to breaking the link between family income and educational achievement. https://educationendowmentfoundation.org.uk/early-years-evidence-store/early-mathematics Early Years Evidence Store https://educationendowmentfoundation.org.uk/support-for-schools/evidence-for-the-early-years/early-years-evidence-store Support to help you put evidence-informed approaches into practice. educationendowmentfoundation.org.uk Early Years Toolkit A summary of the best available evidence on key areas for learning and development Early Years Toolkit | EEF (educationendowmentfoundation.org.uk) Preparing for Literacy Seven recommendations to support improving early language and literacy Preparing for Literacy | EEF (educationendowmentfoundation.org.uk) Early Literacy The EEF is an independent charity dedicated to breaking the link between family income and educational achievement. EEF | Early Literacy (educationendowmentfoundation.org.uk) Strategic Partners Stronger Practice Hub Privacy Notice

Liverpool City Region and beyond Early Years Stronger Practice Hub Hub Home Events Programmes Documents Subscribe Newsletters Blogs Childminders Early Years Professional Development Programme Recruitment Do something BIG, work with small children - early years recruitment campaign now live! The Department for Education’s early years and childcare recruitment campaign is now live: ‘Do something BIG. Work with small children.’ The campaign aims to raise the profile of the sector and showcase the important contribution made by early years professionals in preparing young children for school and beyond. It is a multi-channel broadcast campaign, running across TV, cinema, social media, online, radio and out of home advertising to boost interest in the sector and support the recruitment of talented staff. The campaign will point people to a newly launched early years careers website which includes information on the opportunities out there to build a fulfilling career in nurseries, pre-schools or as a childminder. ACTION 1: Upload vacancies to Find a job The campaign and website direct users to DWP’s Find a job platform (which is free to use) to search for roles in their area. We want to ensure as many roles as possible are available to potential applicants in one place. We therefore strongly encourage you to ensure all current or upcoming roles in your setting are listed on Find a Job. Please watch these video tutorials to help you create an employer account and post your jobs. You should use the term ‘early years’ in the title of your job adverts and select ‘Education jobs’ for the job category. This will ensure your vacancies are seen by a large pool of potential candidates. ACTION 2: Help us to promote the campaign We’d be grateful for any support you can offer in promoting the campaign locally. Please use the dropbox of campaign assets to amplify the campaign across your networks and tag all social posts with #DoSomethingBig. The campaign TV advert can also be accessed here . We’ll also be sharing a campaign toolkit with you shortly that contains further assets you can download and use for your own promotional and recruitment needs. If you have any questions about the campaign, please email earlyyears.careers@education.gov.uk . Foundation Years is funded by the Department for Education and brought to you by Coram Family and Childcare and Hempsall's. Strategic Partners Stronger Practice Hub Privacy Notice