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Liverpool City Region and Beyond Early Years Stronger Practice Hub Hub Home Events Newsletters Blogs Programmes Documents Subscribe Childminders Recruitment Autumn the time of apples By Diane Boyd By immersing early years children in place-based learning and letting them become part of seasonal experiences, will strengthen their environmental sustainability lens. Children can only become empathetic and caring about their world, if they understand how their world works. A wonderful way to be aware of the seasons is to follow a seasonal calendar. The Royal Horticultural Society (RHS) are keen for children to become gardeners and provide resources to support this process -RHS Crop Planner Additionally, The Horticultural Society provides a month-by-month guide for you to use - Vegetable Planting Guide By Month In The UK | Horticulture At Everton Nursery School and Family Centre recently the children were very lucky to have an amazing Autumnal experience using a crop of apples. The crop of locally grown apples comprised of Keswick Codling, Ribston Pippin, Ladies Finger of Lancaster, Scrumptious and Egremont Russett. What a wonderful array of names for apples! The children were introduced to the different varieties initially to observe, feel and taste them. This simple sensorial activity will enhance the children’s communication and language development in a holistic and organic way. Consider the language that describes the taste of different apples – bitter, tart, sweet but also some apples seem fluffy to eat, whereas others are hard or crunchy. Apples also come in all shapes and sizes, so this simple activity provides easy opportunities for early numeracy to be developed. As the Education Endowment Foundation (EEF) Early Years evidence store for Communication and Language states, “Vocabulary instruction that explicitly draws pupils’ attention to words, their meanings and their features appears to be effective”. (EEF | Communication and Language ) The bowls of apples inspired Intergenerational conversations that were both cultural and social, allowing children to hear the conventions of a conversation, that reflect social sustainability with parents and grandparents reminising about tradititional October activities with apples. They recalled apple bobbing with apples floating in bowls of water or hanging from string, with the aim of trying to eat them! Research from the EEF Personal, Social, Emotional Development Early evidence store ( EEF | Personal Social and Emotional Development ) highlights the importance of showing “children good examples of social communication,” and by listening to these cultural narratives provides such examples for children. Supporting children to repeat the names of the apples tasted or to engage in a conversation about cultural stories will aid “children’s early literacy”, which “is dependent on their oral language skills” (EEF Early Years Evidence Early Literacy)( EEF | Early Literacy ). The National Literacy Trust emphasises the importance of quality pedagogical experiences especially in disadvantaged areas such as Liverpool, Birmingham and Manchester where research (Pro Bono Economics) identified that more than a quarter of five-year-olds have low levels of literacy. These authentic teaching moments need to be extended with songs, stories and high-quality conversations revisiting the experiences. Ensure your setting or home has a variety of stimulating books to revisit the experiences and develop their communication and language. Examples here reflect both apples (starting point of original provocation) and the seasonal element of falling apples to collect. Links below. Hello, World! How Do Apples Grow? : Jill McDonald: Amazon.co.uk: Books Autumn: 4 (Seasons, 4) : Child's Play, Busby, Ailie: Amazon.co.uk: Books Do encourage parents to visit their local library to extend the language, as research from EEF Early Years Evidence – C&L suggests “shared book reading has often been found to be a useful activity…”. alongside “explicit vocabulary instruction”. This also sustains the local library too for the community. From an Environmental Sustainability perspective seeing apples that are wonky and not perfect, celebrate the diversity of the natural world, celebrating all things (both human and non-human) are worthy regardless of shape or size (SDG 10 Reduced Inequalities). This also highlights that we must eat all fruit and vegetables regardless of whether they look perfect, encouraging our parents and grandparents to buy the cheaper ‘wonky’ produce in their shops. The children and their families were invited into the nursery to use real working equipment and press the apples and make freshly squeezed juice. From an economic sustainability perspective, the families had been asked to bring recycled plastic containers to use for their squeezed apple juice. This simple request highlights SDG 12 Responsible Consumption and Production, with children and families seeing how to effectively support the planet by reusing them. The process of apple pressing was then demonstrated to everyone emphasising the correct terminology of trade and environment. As the EEF Early years evidence store opines for C&L, “the adult models using language to summarise activities” ( EEF | Communication and Language ) . The parents and grandparents were invited to be an active part of the collaborative process, demonstrating the authenticity of Intergenerational learning as a socio-cultural sustainability approach and resonating with SDG 11 Sustainable Cities and Communities. The process involved everyone putting apples into either electronic presser, so the children had to stretch up high and aim correctly to place their apples into the open vent. Smaller or less confident children were physically lifted and supported by their key person to aim. This process was enjoyed by the children filling them with excitement. They were told to carefully watch the bottom funnel and see what happens as a result! This is both economic sustainability in action, but also STEM (Science, technology, engineering and Math) learning. Introducing children in their early years to STEM activities supports their Understanding of the World Specific area (EYFS(DfE,2024) in seeing how materials change. The apple started the process as a round hard matter, then became pulp before finishing as a dark liquid. The colour depended on which variety of apples were pulped. This provides wonderful scientific conversations and consolidates the EEF Early evidence store C&L, which states, “there is strong evidence that teaching and modelling vocabulary to children in the early years can have a positive effect on their oral language skills.”( EEF | Communication and Language ). The children also had the chance to physically crush and press the apples manually too, aligning with the pioneering giants of early childhood, such as Froebel or Steiner, who advocated that children must be physically active developing their hand -eye co-ordination and skills. The EEF Evidence Store for Physical Development( EEF | Physical Development ) highlights the importance of children having the “time for play, practise, and repeat an activity”. It also aligns with both SDG 8 Decent Work and Economic Growth and SDG 9 Industry, innovation and Infrastructure. Using the actual tools of apple pressing, also supported their physicality- consider the effort it takes to crush apples in a solid state, to reduce them small enough to be pushed through the juicer! The children shared and worked co-operatively together, enhancing the community spirit. The EEF Early Evidence Store regarding Self -regulation and Executive Function( EEF | Self-Regulation and Executive Function ) reminds educators “to scaffold cooperative learning between peers”. The quality of the practitioner (SDG 4 Quality education) was evident in how they supported the children through the process. Not only did they model the language, but they demonstrated both the action to be completed but also supported the children in repeating the actions themselves physically. The children moved their bodies like the wheels turning in the crushing process and jumped as the apples squashed into the shute. These authentic physical opportunities will extend and develop the whole body especially children from disadvantaged backgrounds, which the EEF evidence store for PD states; “are at greater risk of not reaching expected levels of physical development than their more affluent peers. Evidence indicates that children from disadvantaged backgrounds benefit from educators targeting their movement and handling skills” (EEF | Physical Development ). Songs are a cultural and social way to consolidate both the language and action, drawing on the pioneer Frederick Froebel. His original Mother songs made connections to real life, for example, the rhyme ‘Pat-a-cake’ made links for the children with the corn growing in the fields, the miller grinding the corn, the baker kneading the bread and finally being eaten by the child. Froebel made a seemingly simple song about baking, but the depth and meaningful notions, can be shared with children through song and action (Froebel, 1895; Froebel Trust). You could create your own songs and actions to help children’s holistic development, such as the Apple press rap! Think of the fun they would have recorded it developing their technological skills. The children were given agency to decide what aspect of the process they wanted to be involved in, with some children preferring to just sit quietly and watch. Quality early childhood education requires educators to know the children in their care, to offer new and exciting pedagogical experiences, but know their boundaries. This is socio-cultural sustainability resonating with the Article 12 of the UNCRC (1989)( Convention on the Rights of the Child text | UNICEF ) which says that “every child has the right to express their views, feelings and wishes in all matters affecting them, and to have their views considered and taken seriously.” There was one little two-year-old boy who did not to want to drink water in the nursery and always needed to be encouraged to stay hydrated. He loved the fresh apple juice and proceeded to drink three lots of the juice. His mum was thrilled as she had never tried apple juice with him before and now had a healthy alternative to offer him, resonating with SDG 3 Good Health and Wellbeing. Additionally, the kitchen staff were part of the community of apple pressers watching and joining in with the parents and children. Afterwards they took away in recycled bottles fresh apple juice for the lunch time meal, ensuring all children had the opportunity to try freshly pressed juice. This simple activity of pressing apples reflects all three Pillars of Sustainability and the 17 SDGs. In 2015 the United Kingdom Government signed the Paris Treaty (UNSCO,2015) which positioned the 17 Sustainable Development Goals as an integral part of all policy, curricula and pedagogical experiences (SDG 12.8). At Everton Nursery and Family Centre they are now central in the entrance foyer so parents, carers and Grandparents can become familiar with them. Make them visible and part of your everyday pedagogical experiences. Strategic Partners Stronger Practice Hub Privacy Notice

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Ofsted-rapporten Everton Nursery School en Family Center werden op 16 oktober 2018 geïnspecteerd door HMI onder Sectie 8 van het korte inspectiekader. OBE. Everton Nursery School en Family Center handhaafden het Outstanding-oordeel, het vijfde Outstanding-oordeel als kleuterschool sinds 2004. Klik Hier om de brief te lezen. Everton Nursery School en Family Center Ofsted-rapport Everton Nursery School and Family Center werd in mei 2014 geïnspecteerd door Ofsted, waarbij een Outstanding oordeel werd toegekend. Klik hier om het rapport te lezen. Voorafgaand aan mei 2014 is Everton Nursery School and Family Center ook geïnspecteerd in mei 2011, mei 2008 en mei 2004. Om elk van deze inspectierapporten te downloaden en te lezen, please Klik hier . Everton Nursery School en Family Center Daycare Ofsted-rapport Everton Nursery School and Family Center Daycare department is geïnspecteerd in september 2014 waarin een Outstanding oordeel werd toegekend. Om dit inspectierapport te downloaden en te lezen, please Klik hier . Everton Children's Center Ofsted-rapport Everton Children's Centre is in januari 2011 geïnspecteerd waarbij het oordeel Outstanding is toegekend. Om dit inspectierapport te downloaden en te lezen, please Klik hier .

Liverpool City Region and Beyond Early Years Stronger Practice Hub Hub Home Events Newsletters Blogs Programmes Documents Subscribe Childminders Recruitment Reddish Vale Nursery School Blog Becoming physical development champions and beyond…. This blog explores the importance of evaluating the opportunities available to promote physical development in the early years, with a particular focus on promotion children’s independence, risk taking and following their lead. Our pedagogy Opportunities for outdoor play are vital in the Early Years Foundation Stage (EYFS). Reddish Vale Nursery places equal value on outdoor and indoor play, and the well-resourced outdoor area is an important part of the continuous provision. As a team we work on the premise that regular activity is vital for strengthening neural networks, where regular, intense exercise results in the growth of neurons to aid memory and learning. Opportunities in the outdoor area are designed to improve concentration, hand eye coordination, confidence and decision making. The evidence RISE at Manchester Metropolitan University outlines the importance of physical development where ‘Physical development lays the foundation for learning, health and wellbeing. The more physically active we are as young children, the more likely we are to maintain an active lifestyle later in life. This sets a positive health trajectory, promoting long-term physical well-being and reducing the risk of chronic diseases. Encouraging early physical activity is crucial for establishing healthy habits and also impacts greatly on early literacy and the social, emotional, and cognitive development of children.’ Rise x Future Me at Manchester Met (mmu.ac.uk) Children who are given the opportunity to play outdoors are shown to have better planning, attention and inhibition where regular activity reduces stress, and increases self-regulation. Children learn how to control their bodies, develop physical competence and an enjoyment of outdoors and to practice problem solving. The Education Endowment Foundation (EEF) on the Early Years Evidence Store key findings in ‘promoting physical activity’ outlines the following: There is evidence that promoting physical activity improves children’s physical development outcomes including a range of movement skills. Encouraging enjoyment through play and a focus on child-directed choice are effective strategies to further support children’s physical development. Motivating children to be physically active through the use of resources or equipment, both outdoors and indoors, can support children’s physical development. Educators have an important role to play in structuring the environment and activities to support children’s physical development. EEF | Physical Development (educationendowmentfoundation.org.uk) Becoming Physical Development Champions Reddish Vale Nursery School engaged in Physical Development Champion training where we evaluated our current environment and made some changes to promote gross motor skills. We removed the majority of chairs from the tables to enable children to stretch for resources. We made group times more physical. We increased activities which help to develop core strength. We corrected W sitting where this was happening. We also provided more opportunities for tummy time. Although we have always promoted independence in children we looked for times of the day where we could increase opportunities for this. We encourage children to pour their own drinks at snack time and peel their own fruit. At lunch time children collect their own lunches and clear away after themselves. 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. The furniture was also checked to ensure that this was appropriate for the individual and we changed chairs to enable children to anchor themselves properly when seated, with both feet on the floor. Some chairs with arms are used for children that need extra support. Beyond our Physical Development Champion work – what did we do next? Observation and reflection The EEF studies looked at the benefits of introducing different resources to stimulate interest or encourage nature-based play. Different or new resources could be smaller tools such as hand tools and jigsaws or more dynamic toys such as balls or climbing frames. In nature-based studies, children were encouraged to participate in more risky play through climbing natural structures. Likewise, freedom to play with natural elements such as grass, rocks, and branches was supported. These activities all led to improvements in children’s physical development outcomes. A common theme across the evidence was ensuring that children were provided with choice and a high degree of independence. EEF | Physical Development (educationendowmentfoundation.org.uk) Introducing a gravel pit Gravel pits can bring the following benefits: 1. Sensory Development Gravel offers a unique tactile experience different from sand, water, or soil. This helps children explore texture, weight, and sound, enriching their sensory input. 2. Fine Motor Skills Scooping, pouring, picking up, and sifting small stones promotes hand-eye coordination and dexterity. Using tools like shovels, buckets, or sieves builds grip strength and control. 3. Creativity and Imaginative Play Gravel can be used in pretend construction, road-building, or even as "ingredients" in play kitchens. It encourages open-ended play, allowing children to invent their own games and stories. 4. STEM Learning Children naturally engage in early science and math concepts through sorting by size, counting stones, or experimenting with gravity and volume. Opportunities for cause and effect learning, like observing how gravel moves or shifts. At Reddish Vale Nursery School, the children made their own gravel pit using tarpaulin, sleepers and a huge order of pea sized gravel. Climbing opportunities in the 2s Through observing our 2 year olds we noticed their need for a constructive physical outlet, helping them to burn energy and regulate emotions and behaviour afterward. We therefore introduced a climbing wall where 1.Gross Motor Development Climbing strengthens large muscle groups in the arms, legs, and core. This helps develop balance, coordination, and body awareness. 2. Fine Motor and Grip Strength Grasping climbing holds improves hand strength, finger dexterity, and fine motor control—important for future skills like writing and self-care. 3. Confidence and Independence Climbing challenges young children in a way that lets them experience success, promoting self-esteem and a sense of achievement. It encourages independent decision-making and exploration. Conclusion When did you last evaluate your environment through the physical development lens? Do your routines and environments all offer opportunities for independence? Are your children encouraged to take risks? Are there opportunities for tummy time, even for older children? Look specifically at what the children are already doing and how this could be developed. Do you already have resources that could be introduced in a different way? Are you making the best use of the space you’ve got? References https://educationendowmentfoundation.org.uk/early-years/evidence-store/physical-development https://www.reddishvalenursery.stockport.sch.uk/our-curriculum/physical-development-champions https://rise.mmu.ac.uk/topic/the-importance-of-physical-development/ https://assets.publishing.service.gov.uk/media/670fa42a30536cb92748328f/EYFS_statutory_framework_for_group_and_school_-_based_providers.pdf Physical Development Physical activity is vital in children’s all-round development, enabling them to pursue happy, healthy and active lives9. Gross and fine motor experiences develop incrementally throughout early childhood, starting with sensory explorations and the development of a child’s strength, co-ordination and positional awareness through tummy time, crawling and play movement with both objects and adults. By creating games and providing opportunities for play both indoors and outdoors, adults can support children to develop their core strength, stability, balance, spatial awareness, co-ordination and agility. Gross motor skills provide the foundation for developing healthy bodies and social and emotional well-being. Fine motor control and precision helps with hand-eye co-ordination, which is later linked to early literacy. Repeated and varied opportunities to explore and play with small world activities, puzzles, arts and crafts and the practice of using small tools, with feedback and support from adults, allow children to develop proficiency, control and confidence. 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Liverpool City Region and Beyond Early Years Stronger Practice Hub Hub Home Events Newsletters Blogs Programmes Documents Subscribe Childminders Recruitment CONCEPT CAT By Alex Gower-Jones Strategic Partners Stronger Practice Hub Privacy Notice

Parent carer information forms letters and what to expect. Pagina ouder/verzorger Formulieren en informatie TOELATING AANVRAAGFORMULIER GEDRAGSCODE LAATSTE NAAR KINDERKAMER SPEELGOED EN BOEK BIBLIOTHEEK WAT TE VERWACHTEN IN DE EYFS Brieven aan ouders/verzorgers OUDER VERKLARINGSFORMULIER OUDERS GIDS VOOR EYFS INFORMATIEBOEKJE VOOR OUDERS 3-5 RESERVE KLEDING UNIFORME PRIJSLIJST TOILET TRAINING Opmerkingen van ouders over onze kleuterschool Jacob voelt zich veilig, gesteund en geliefd op de crèche, dankzij dertig uur onderwijs heeft hij meer tijd kunnen besteden aan ontdekken en leren met zijn leeftijdsgenoten. Deze school biedt de mooiste omgeving voor kinderen om te leren, te ontdekken en te genieten van onderwijs in de kindertijd. We voelen ons als ouders zo gelukkig dat Jacob volgens de hoogste normen wordt verzorgd, zijn Family Worker-dossier heeft ons echt geholpen zijn ontwikkelingsmijlpalen en -doelen te begrijpen'. -Eliza Willis - Ouder van Jacob Willis Bea heeft zowel sociaal als academisch enorme stappen gemaakt. Haar zelfvertrouwen is veel groter en we hadden haar niet zo'n hoge standaard kunnen geven. We hadden ons geen beter leven kunnen wensen voor onze kleine meid. Bea houdt van de buitenruimte, dit is een van de vele redenen waarom we voor deze kleuterschool hebben gekozen. -Sam McKenna Ouder van Bea McKenna Heidi komt graag naar de crèche en ik kan het personeel niet genoeg bedanken voor al hun toewijding, steun en harde werk om ervoor te zorgen dat Heidi vooruitgang boekt op alle gebieden van haar leren. De ervaringen die ze opdoet op de crèche zijn fantastisch en de communicatie tussen thuis en school is briljant. Dank je! -Francine McArdle Ouder van Heidi Hughes Ruby was altijd erg moe en verlegen in de buurt van nieuwe mensen, de routine op school en de positieve sfeer hebben Ruby in staat gesteld om te oefenen om meer zelfvertrouwen te krijgen. De hoeveelheid moeite die de leraren doen om zulke leuke, creatieve en fantasierijke taken voor te bereiden, is niet onopgemerkt gebleven. Ruby vertelt me dat ze graag buiten speelt, als ouder vind ik de buitenruimte geweldig. Zowel ikzelf als Ruby's vader hebben genoten van het lezen van verhalen en het zien van foto's van Ruby die zoveel plezier heeft! - Courtney Needham - Ouder van Ruby Needham Enzo heeft enorm geprofiteerd van dertig uur onderwijs. Zijn taalvaardigheid is dit jaar zoveel verbeterd, hij spreekt nu beter Engels dan wij, hij corrigeert zelfs onze fouten soms. Enzo houdt van de schoolroutine en begint de dag met massage. De communicatie met zijn klasleraar en gezinswerker is geweldig, ik heb er altijd vertrouwen in dat Enzo het naar zijn zin heeft op school en dat eventuele zorgen snel worden gecommuniceerd. -Maria Siqueira - Ouder van Enzo Siqueira

PE Onderwijzen en leren van PE Hoewel we als onderhouden kleuterschool geen recht hebben op sportpremie, hebben we een duidelijke focus op het onderwijzen en leren van gym voor alle kinderen. We erkennen dat fysieke ontwikkeling een van de belangrijkste leergebieden van EYFS is en begrijpen dat de fysieke ontwikkeling van een kind de basis vormt voor veel later leren, ook bij het leren schrijven. Daarom zetten we ons in om alle kinderen elke dag doelgerichte en stimulerende fysieke leerervaringen te bieden - zowel binnen als buiten. Download en lees ons Fysiek Ontwikkelingsplan. physical development policy

At Everton Nursery School, we engage children in their learning through their interests. Teachers use these interests to plan active and creative learning experiences that develop children's listening and attention skills. Onze benadering van het onderwijzen en leren van Phonics op de Everton-kleuterschool Op Everton Nursery School betrekken we kinderen bij hun leerproces door hun interesses. Leraren gebruiken deze interesses om te plannen actieve en creatieve leerervaringen die kinderen ontwikkelen luister- en aandachtsvaardigheden. Leraren gebruiken begeleiding van 'Little Wandle Letters and Sounds Revised' om lesgeven en leren te onderbouwen. Leraren zorgen voor een evenwicht tussen door kinderen geleide en door volwassenen geleide ervaringen voor alle kinderen die voldoen aan de leerplanverwachtingen voor 'Communicatie en taal' en 'Geletterdheid'. Deze dagelijkse ervaringen omvatten: · Sharing high-quality stories and poems _cc781905-5cde-3194- bb3b-136bad5cf58d_ · Learning a range of nursery rhymes and action rhymes_cc781905-5cde-3194 -bb3b-136bad5cf58d_ · Activities that develop focused listening and attention (including oral blending)_cc781905 -5cde-3194-bb3b-136bad5cf58d_ · _cc781905-5cde-3194-bb5d dagelijkse interactie met hoge kwaliteit Voor kinderen die meer vertrouwen hebben in het koppelen van geluiden tot brieven en die zich in een vroeg stadium van lezen bevinden, we dagen hun leren uit door de introductie van meer leeftijds- en stadiumgeschikte leermogelijkheden zowel binnen als buiten. We lezen en delen een brede reeks boeken met de kinderen die zich op beide richten fictie en non-fictie tekst. We dagen kinderen uit fonetische kennis door de introductie en betrokkenheid van verschillende schrijfgenres zodat kinderen krijg een diep en veilig begrip van letters, klanken, woorden, tekst en informatie. Kinderen in de kleuterklassen houden zich dagelijks bezig met 'leraar geleide sessies' waarin concepten als ritme en rijm verder worden ontwikkeld. In de binnen- en buitenleeromgevingen hebben kinderen de mogelijkheid om een scala aan hoogwaardige middelen te verkennen om hun kennis van letters en, op hun beurt, hun klanken voortdurend te ontwikkelen. Ervaringen zoals 'In Harmony' en 'Tuning In' met de Philharmonic-muzikanten ter plaatse en Muziek en Beweging met het kinderdagverblijf ondersteunen ook het vermogen van kinderen om zich af te stemmen op geluiden. Kinderen ervaren een rijk repertoire van kinderliedjes en actierijmpjes die multizintuiglijke ervaringen bevatten, zoals actierijmpjes waarin kinderen klappen, knieklopjes of voetstappen moeten toevoegen of op een bepaalde manier moeten bewegen._cc781905-5cde-3194-bb3b -136bad5cf58d_ Ga voor meer informatie over Little Wandle Letters en Sounds naar: https://www.littlewandlelettersandsounds.org.uk Sharing high-quality stories and poems Learning a range of nursery rhymes and action rhymes Activities that develop focused listening and attention (including oral blending) Modelling high-quality language during daily interactions. Phonics For children who are more confident in linking sounds to letters and who are at the early stages of reading, we challenge their learning through the introduction of more age and stage appropriate learning opportunities both indoors and outdoors. We read and share a broad range of books with the children that focus on both fiction and non-fiction text. We challenge children's phonetical knowledge through the introduction and engagement of different writing genres so that children gain a deep and secure understanding of letters, sounds, words, text and information. Children in the Nursery School classes engage in daily ‘Teacher led sessions’ through which concepts such as rhythm and rhyme are developed further. Throughout the indoor and outdoor learning environments, children have the opportunity to explore a range of high-quality resources to continuously develop their knowledge of letters and, in turn, their sounds. Experiences such as ‘In Harmony’ and ‘Tuning In’ with the Philharmonic musicians on-site and Music and Movement with the Nursery Staff also support children’s ability to tune in to sounds. Children experience a rich repertoire of nursery rhymes and action rhymes that include multi-sensory experiences, such as action rhymes in which children have to add claps, knee pats or foot stamps, or move in a particular way.   For more information about Little Wandle Letters and Sounds please visit: https://www.littlewandlelettersandsounds.org.uk Please see the Little Wandle Nursery yearly plan that Everton Nursery School children mostly follow apart from that we do not expose children to Little Wandle 'picture cards' as the planning states. We do not use the Little Wandle picture cards as not all children will continue the Little Wandle Journey into reception so our approach is responsive to this knowledge. LS-KEY-GUIDANCE-FOUNDATIONS LS-PowerPoint for parents nursery little wandle progression of sounds

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

Gouverneur Informatie Grondwet Aanwezigheid van gouverneurs Gouverneurs Aanwezigheid PFR Ouderbestuurders Gouverneurshandboek Gouverneur jaarplanner Gouverneurs en commissiestructuur Gouverneurslidmaatschap en informatie 2022/2023

Leeractiviteiten voor thuis Welkom op onze pagina met leeractiviteiten voor thuis. Zie hieronder een reeks leeractiviteiten voor thuis waartoe u met uw kind thuis toegang kunt krijgen. We zullen doorgaan met toevoegen aan deze pagina. Als u suggesties heeft voor thuisleeractiviteiten voor kinderen van 2 tot 5 jaar, stuur dan een e-mail naar evertonnsfc@evertoncentre.liverpool.sch.uk De medewerkers van de Everton Nursery School en het Family Center hebben een activiteitenpakket voor thuisonderwijs voor 3-5 jaar en een activiteitenpakket voor 2-3 jaar voor Heyworth samengesteld. -3194-bb3b-136bad5cf58d_ Als u ondersteuning of verduidelijking nodig heeft over de Thuisleeractiviteiten, stuur dan een e-mail naar evertonecc@talk21.com en een lid van het Everton-personeelsteam zal u indien nodig voorzien van verdere informatie over Thuisonderwijs. YouTube-kanaal Everton Nursery School en Family Center Verhalen op ons YouTube-kanaal Verhalen van het personeel en yoga van Tony op ons YouTube-kanaal. Bronnen Begeleidingsvideo's voor ouders/verzorgers. Gids 1: Voorbereiding op phonics; Ondersteuning van uw kind in de eerste jaren Gids 2: Ondersteun uw kind bij het lezen in de eerste jaren Gids 3: Ondersteuning van uw kind bij de communicatieve en taalontwikkeling in de eerste jaren Gids 4: Ondersteuning van uw kind met rekenen in de beginjaren Fysiotherapie door dans - YouTube Het Brain Changer Arts-project Fonetische bloei Phonics Bloom is een interactief educatief hulpmiddel met klankspellen voor zowel in de klas als thuis. Letters en klanken Deze gratis online games zullen nuttig zijn voor fase 1 van het Letters and Sounds phonics-programma. Hoge cijfers Topmarks geeft kinderen de kans om online te leren, door middel van veilige, leuke en boeiende games en activiteiten. Cbeebies Rekenvaardigheid Doe mee met Little Learners en ontdek al deze leuke en gratis wiskundespelletjes, -activiteiten en -clips. TTS Thuis leren Met een combinatie van onafhankelijke en samenwerkende leeractiviteiten bieden de thuisleerboeken een geweldige kans voor ouders om met hun kinderen te leren EYFS Receptie Schoolsluiting Hulpmiddelenpakket voor thuisonderwijs Gebruik dit handige pakket met EYFS-bronnen om uw kind in de vroege jaren bezig te houden en te leren in het geval dat hun school gesloten is. Het pakket bevat een reeks leuke, boeiende en uitdagende activiteiten die kinderen aanmoedigen om de vaardigheden te oefenen die ze op school hebben geleerd. 49 leuke fysieke activiteiten om te doen met kinderen van 2 tot 4 jaar Deze lijst met 49 activiteiten is de ultieme go-to voor elke speeldatum, kinderopvang thuis of een ochtend of middag met een verzorger. Wat de situatie ook is, een korte aandachtsspanne betekent dat het een goed idee is om er een paar achter de hand te hebben. Cbeebies JoJo & Oma Oma JoJo & Gran Gran is een animatieserie over een bijna vijfjarig meisje en haar leuke en wijze oma. Cbeebies Radio-luisteractiviteiten voor kinderen Luisteractiviteiten voor kinderen Disney Shake-Up-spellen Change4Life en Disney werken opnieuw samen om je nieuwe Shake Up-games te brengen, geïnspireerd door Disney en Pixar's Toy Story 4 en Incredibles 2, en Disney's The Lion King en Frozen. Deze uitbarstingen van 10 minuten plezier zullen je kinderen echt in beweging brengen en tellen mee voor de 60 actieve minuten die ze elke dag nodig hebben! Hungry Little Minds - Eenvoudig plezier, activiteiten voor kinderen van 0 - 5 jaar Eenvoudige, leuke activiteiten voor kinderen, van pasgeboren tot vijf jaar. 50 dingen die je moet doen voordat je vijf bent 50 dingen die u moet doen voordat u vijf bent, is een fantastische nieuwe GRATIS app voor gezinnen. Eenvoudige en leuke activiteiten zonder scherm die kinderen thuis kunnen doen Wat kunnen leerkrachten en ouders doen als er geen school is? Online leren vanuit huis biedt kinderen kansen om met één druk op de knop nieuwe vaardigheden te ontwikkelen en aan te leren. Ondersteuning bij sluiting van scholen: Nu de uitbraak van het Coronavirus (Covid-19) verschillende onderwijsinstellingen over de hele wereld treft, bieden wij bij 2Simple gratis toegang tot zowel Purple Mash als Serial Mash voor scholen en thuisgebruikers. Vraag hier gratis toegang aan . Gezinszone We werken aan het verbeteren van de lees-, schrijf-, spreek- en luistervaardigheid in de armste gemeenschappen van het VK, waar een op de drie mensen lees- en leesproblemen heeft. Omdat laaggeletterdheid intergenerationeel is, richten we ons werk op gezinnen, jongeren en kinderen. Eric Carle leest The Very Hungry Caterpillar - YouTube Zie hoe Eric Carle, de auteur van The Very Hungry Caterpillar, dit klassieke Puffin-prentenboek hardop voorleest. SprongStart Interactief leersysteem om creatieve, zelfverzekerde en gelukkige leerlingen aan te moedigen. #mindhealthy@home Thuis zorgen voor het emotionele welzijn van uw gezin Biodiversiteit #EcoSchoolsAtHome Om degenen onder u die nog op school werken en degenen onder u die nu naar huisonderwijs moeten, te helpen ondersteunen, wilden we een nieuwe reeks Eco-School-bronnen maken die kunnen worden aangepast om u in staat te stellen om met jonge mensen van alle leeftijden aan een verscheidenheid aan milieuthema's te werken - terwijl je jongleert met een miljoen en nog een andere taken en moeilijkheden als gevolg van de COVID-19-uitbraak. Wiskunde Witte Roos Beïnvloed, geïnspireerd en geïnformeerd door het werk van toonaangevende wiskundeonderzoekers en -beoefenaars over de hele wereld, brengt White Rose Maths een team van zeer ervaren en gepassioneerde wiskundeleraren samen om iedereen die verandering wil bewerkstelligen op te leiden, te begeleiden, te helpen en te ondersteunen hun scholen. Het grote binnenshuis Ideeën en activiteiten om jonge geesten thuis te inspireren EYFS - Basisfase voor vroege jaren - BBC Teach EYFS / Leeftijd 3 - 5. Audio biedt ideale bronnen voor vroeg leren door middel van verhalen, muziek, beweging en liedjes. De inhoud linkt rechtstreeks naar het Early Years Foundation Stage (EYFS) curriculum. heyworth home learning activities home learning activity pack jan 2021 Massage Music A Summer Sky 00:00 / 04:44

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 Early Years Professional Development Programme (EYDP) https://www.earlyyearspdp.com/ I cannot recommend the Early Years Professional Development Programme enough to any early years practitioner whether they are new to the sector or have many years of experience. Being able to adapt ideas from the training and talking to colleagues on the webinar has been invaluable. Understanding children’s depth of knowledge in Early Maths has allowed me to enhance activities allowing me to see the immediate, positive impact on their learning. Ten simple hints and tips could make any setting become “language rich” and the ability to spot and fix communication “cold spots” personally I am so glad I signed up. June Cargill Ofsted Registered Outstanding Childminder Strategic Partners Stronger Practice Hub Privacy Notice