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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.

EYSH Blogs Lost words Di Ahengê de Blogs ‘Lost words’ reflected through the three pillars of sustainability and the SDGs. By Diane Boyd As early years practitioners we recognise the importance of our role in supporting children’s oral skills through holistic development. Influential research by Hart and Risley (1992,1995) stated that early year’s children living in poorer disadvantaged situations experienced significantly less adult directed words than their higher socio-economic peers. The research implied there was a ‘30-million-word deficit’ for the lower socio-economic children by the time they were four. That is a lot of missing words! These crucial findings draw attention to the importance of what quality practitioners can do to support and narrow the gap for children through quality interactions and using their quality environments (SDG 4 Quality Education). So, how can we close the gap and support children’s communication skills? The Early Years Foundation Stage (EYFS DfE, 2024, p9) clearly states the importance of “back-and-forth interactions” as a necessary requirement for language and cognitive development in young children. Sameroff and Fiese (2000) suggest back-and-forth interactions are more important than the quantity of the vocabulary children are exposed to, because the bi-directional conversations shared together are closely entwined with Personal, Social and Emotional Development, a universal prime area (EYFS, DfE,2024). As practitioners we need to focus on ensuring all children have opportunities to encounter through modelling and scaffolding, complex language input with a high level of longer, richer sentences (Rowe, 2008). This aligns with the Education Endowment Foundation – Communication and Language toolkit, which reminds practitioners to support and model effective linguistic aspects of communication. However, reflecting on pedagogical interactions Margaret Donaldson (1978) says this must make ‘human sense’ to the children, suggesting the need to draw on the socio-cultural aspects of community too (SDG 11 Sustainable Cities and communities). Within the Specific Area Understanding the World (EYFS, DfE,2024, p11) practitioners are asked to guide “children to make sense of their physical world and their community.” Taking children out beyond the gates of your setting allows them to experience holistically their neighbourhood, and what makes sense to them. Every neighbourhood is different (think of smells in a city compared to a beach town!) but as the EYFS (DfE, 2024, p 11) states “the frequency and range of children’s personal experiences increases their knowledge and sense of the world around them”. One such example is walking with your children through the town daily or weekly, past the local shops and engaging in back-and-forth conversations, adding new vocabulary as they walk. Exchanging hellos and making conversation with shop keepers will help children to become familiar with new vocabulary that is seemingly being lost due to the overuse of supermarkets. In large supermarkets everything is there and available in one stop – just come in and buy! There are limited interactions, relationships and vocabulary shared. Sadly now, how many children know for instance, what a cobbler is and what their work comprises of, linking here to SDG 8 Decent Work and Economic Growth. By visiting in a natural organic way through a neighbourhood walk, children will become familiar with the shop keepers such as an optician, haberdasher, greengrocer, butcher, chemist, and baker (remember use this core language) that reside on their high street. When do children ever hear these occupational words now? So, it is imperative early years practitioners highlight these words before they become ‘lost’. Reinforce the words further through reading non-fiction books and revisit language associated with each profession, for example, Dylan the Shopkeeper by Guy Parker Rees. Set up your role play as different shops visited to consolidate language further. The new vocabulary can be extended to understand the produce they can purchase from the different shops, resonating with SDG 8, SDG 9, and SDG 11. The EYFS (DfE,2024) asks practitioners to build ‘positive relationships’, and this is a way of doing this through your locality. For example, in the greengrocer discuss the type of apple with the children and then taste test them. Granny Smith or Royal Gala which are sweet or bitter? Think of the lovely describing words or faces here! Other extension activities could include memory games- I went to the baker and I bought bread, a cake, some pastries; or I went to the butcher, and I bought some pork sausages, a bacon chop, some beef burgers; this consolidates the produce from each shop and the repetition aids the children’s cognition. After visiting the high street, the children could make their own big story book from each shop rather than buying books to support. This would be very effective as this supports children’s understanding of text - words and images together have meaning, that there is a beginning, middle and end in books which will make ‘human sense’ to them as this connects them to their community high street shops, and the satisfaction of knowing they wrote the book. Due to plastic credit cards being used in supermarkets there are other words that are now less frequently used in the terms of monetary currency. How often do children hear in purchasing back and forth conversations, or the words pennies and pounds being used? By highlighting during your neighbourhood walks not just the local shop keepers, their profession and produce sold, take the children into the shop, and model the use of real money. As the EEF Communication and Language states “settings should use a range of different approaches to developing communication and language skills.” It is important that children hear your “back-and-forth interactions” (EYFS, DfE,2024p, 9) with the shop keepers, as they are valuable conversations of both produce and currency together. The EEF (Early numeracy approaches) research shows that by utilising holistic pedagogy it has “a higher impact than when maths was delivered as a supplementary activity.” Through these conversations children will hear pennies, pounds, change and cost which they can replicate in role play back at your setting because this makes “human sense” (Donalson,1978) to them. Moving out into the locality and community children will have countless opportunities to use their 5 senses – hearing, smelling, tasting, seeing, and touching. By visiting local parks, gardens, or beaches regularly children will develop empathy and care for their environment. The emphasis is that you always use correct terminology with the children. For example, not the generic term ‘flower’ but daffodil or snow drop, and you encourage the children to observe the fauna but not pick them. There is a fabulous book called Lost Words by Robert MacFarlane and Jackie Morris (2021) which focuses again on disappearing words but this time in the natural world. The book states “all over the country, there are words disappearing from children's lives. These are the words of the natural world; Dandelion, Otter, Bramble, and Acorn, all gone. A wild landscape of imagination and play is rapidly fading from our children's minds. The Lost Words stands against the disappearance of wild childhood”. This book could be used as a follow up to walks or scientific observations in woodland. Crucially for the planet we need to ensure young children hear, use, and understand key words from nature. As the EEF- Early Literacy approaches state you must ensure that “your early literacy strategy is well-balanced and combines approaches that will support the development of skills, knowledge and understanding”. From a sustainable perspective we need to invest in our locality whether this is the high street or park or woodlands or coastline. If children develop a relationship with their community and locality then they will love the area, respect the area and care for the area. EEF- Early years evidence highlights “approaches for teaching early literacy should, therefore, be used in ways that build on approaches that support communication and language, which are fundamental to children’s literacy.” This resonates with the Specific Area Knowledge and Understanding which asks practitioners to “foster their understanding of our culturally, socially, technologically, and ecologically diverse world” EYFS (DfE,2024, p11). Extending and developing these ‘lost words’ of the high street and environment builds “important knowledge,” and “extends their familiarity with words that support understanding across domains” (EYFS, DfE, 2024, p11). Economic sustainability through regular opportunities to use and understand words associated with currency, socio-cultural sustainability through engaging and connecting with your local community high street shops and environmental sustainability with care and empathy because of a relationship with the natural world. This clearly demonstrates the interconnected and holistic approaches to both early childhood and sustainability. Home | Climate Action Strategy | Case Studies | Curriculum Resources | Blog and Video Logs

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Walî Fêrbûna Walk Reflection Proforma Di Meşa Fêrbûna EYFS de li çi bigerin.

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. 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

Çîrokên Fêrbûna Malê Booktrust Çîrokên înteraktîf ên ji mezintirîn xêrxwaziya xwendina zarokan a UK-ê Booktrust. Hin kûçikan dikin Owl Babies Rumble di daristanê de Very Carefully veke ezf Xwe Bextewar û Hûn Dizanin

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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

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Jîngeha fêrbûnê Serê xwe bigirin. 2-3 sal Heyworth gera Virtual 3-5 sal gera Virtualê ya Cresswell Take the tour. Serê xwe bigirin. 3-5 sal Spencer 1/2 gera virtual Take the tour. Serê xwe bigirin. Spencer 1/2 gera virtual Spencer 3 gera virtual Take the tour. Serê xwe bigirin.

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