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Liverpool City Region and Beyond Early Years Stronger Practice Hub Hub Home Events Newsletters Blogs Programmes Documents Subscribe Childminders Recruitment ‘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. Strategic Partners Stronger Practice Hub Privacy Notice

EYSH Blogs Lost words In harmonie Case Studies In Harmony Liverpool is geïnspireerd door El Sistema uit Venezuela en maakt gebruik van orkestmuziek om de gezondheid, het onderwijs en de ambities van kinderen en jongeren in Everton te verbeteren. In Harmony Liverpool, opgericht in 2009 in Faith Primary School met 84 kinderen, is uitgebreid zodat meer dan 700 kinderen en jongeren van 0-18 jaar en hun families nu elke week gratis deelnemen aan orkestmuziek van de hoogste kwaliteit. binnen en buiten school. Muziek maken vindt plaats op Faith Primary School, The Beacon CE Primary School, Everton Nursery School and Family Centre, All Saints Catholic Primary School, Anfield Children's Centre en bij Liverpool Philharmonic at the Friary, ons oefencentrum in West Everton._cc781905-5cde- 3194-bb3b-136bad5cf58d_ Case Studies Send in a Case Study to be published here. Mail Email: sphubnw@evertoncentre.liverpool.sch.uk Case Study Template By Diane Boyd ‘Lost words’ reflected through the three pillars of sustainability and the SDGs. Little Oaks Playschool Early Years Sustainable Hub – Case Study Template Little Oaks Playschool Climate Action Plan Home | Climate Action Strategy | Case Studies | Curriculum Resources | Blog and Video Logs

Sensory Garden Blog Liverpool City Region and Beyond Early Years Stronger Practice Hub Hub Home Events Newsletters Blogs Programmes Documents Subscribe Childminders Recruitment Homelessness Video blog Dr Diane Boyd talks to Everton Nursery School teacher Kate Doyle about young peoples awareness and understanding of others 1. Homelessness Part 1 2. Homelessness Part 2 Strategic Partners Stronger Practice Hub Privacy Notice

School application form 1/3 Everton Nursery School and Family Centre Child Application Form Child's name Child's date of birth * required Gender Choose an option Type of Place required * Vereist Two Year Old Funded Place Two Year old Paid Place 3 - 5 Years Old 30 Hours 3 - 5 Years Old 15 Hours Home address Email Contact Phone number (The number will be used to contact parents/carers regarding status of application, please call: 0151 233 1969 if there are any changes) AM. (Preferred sessions required (although your choice cannot be guaranteed) * Vereist Mon Tue Wed Thu Fri PM. (Preferred sessions required (although your choice cannot be guaranteed) * Vereist Mon Tue Wed Thu Fri Child's information Nationality: Religion: Asylum Seeker * Vereist Yes No Special Educational Needs Ethnicity: Languages spoken at home: Refugee * Vereist Yes No Languages spoken at home: Medical Needs Parent 1 full legal name Parent 1 Date of birth * required Parent 1 Address Parents 1 NI or NAS Number Parent 2 full legal name Parent 2 Date of birth * required Parent 2 Address Parent 2 NI or NAS Number Child's Doctor Child’s Health Visitor: Current/Previous Nursery or Childminder Attended: Signed Parent/Carer: Date * required Submit Application Child’s Social Worker: I have seen the data protection sheet: * Vereist Yes No Staff use Date Name Thank you for your application. We'll get back to you as soon as possible.

Sensory Garden In harmonie Blogs In Harmony Liverpool is geïnspireerd door El Sistema uit Venezuela en maakt gebruik van orkestmuziek om de gezondheid, het onderwijs en de ambities van kinderen en jongeren in Everton te verbeteren. In Harmony Liverpool, opgericht in 2009 in Faith Primary School met 84 kinderen, is uitgebreid zodat meer dan 700 kinderen en jongeren van 0-18 jaar en hun families nu elke week gratis deelnemen aan orkestmuziek van de hoogste kwaliteit. binnen en buiten school. Muziek maken vindt plaats op Faith Primary School, The Beacon CE Primary School, Everton Nursery School and Family Centre, All Saints Catholic Primary School, Anfield Children's Centre en bij Liverpool Philharmonic at the Friary, ons oefencentrum in West Everton._cc781905-5cde- 3194-bb3b-136bad5cf58d_ A Reflective conversation A reflective conversation with SENCO class teacher Emma Louise Scott and HLTA Maria Edge from Everton talking to Diane Boyd. 1. Setting the Context - introduction to the Podcast and participants Emma and Maria 1 Reflective Conversation Setting the Context Artist Name 00:00 / 01:01 2. Initial first thoughts - before the sustainability training 2 Initial first thoughts Artist Name 00:00 / 00:51 3. Can the SGD's - be easily implemented into early childhood pedagogy 3SDG implemented Artist Name 00:00 / 03:14 4. Which SDG - did you feel you were more familiar with or relevant to your practice? 4 Which SDG Artist Name 00:00 / 05:00 5. What was the most significant point you took from the training 5 What was the most Artist Name 00:00 / 06:05 6. The interconnection of the three pillars of Sustainability 6 The interconnection Artist Name 00:00 / 04:56 7. Reflections and conclusion - What have you taken away from the training and our conversation 7 Reflections and conclusion Artist Name 00:00 / 03:13 Home | Climate Action Strategy | Case Studies | Curriculum Resources | Blog and Video Logs

Our staff team works together with families and the community to provide the best possible learning, health and well-being outcomes for children. Family Hubs Home | Help and Advice | Family Activities | Splash Pool Hulp en Advies Als service willen we ervoor zorgen dat u op de hoogte bent van dit fantastische, lokaal gesponsorde, aanbod: Misschien heb je wel eens gehoord van de briljante online cursussen voor ouders, GRATIS (met toegangscode:PURPLEBIN bij: www.inourplace.co.uk ) voor bewoners in onze wijk? The Solihull Approach (NHS) heeft een NIEUWE online cursus gelanceerd! Hoe krijg ik toegang? www.inourplace.co.uk Wat is de code? Als je het nog niet hebt gebruikt, is hier de toegangscode voor alle online cursussen (gefinancierd voor inwoners van Liverpool): PURPLEBIN Als je, zoals veel ouders, deze code al hebt gebruikt, log dan in op je account hier en deze cursus staat klaar in je dashboard om te beginnen wanneer je er klaar voor bent. Mag ik het mijn familie en vrienden vertellen? Absoluut! Deel het nieuws met andere gezinnen in de buurt, zodat ook zij kunnen profiteren van deze fantastische kans. Hoe lang is het? Er zijn 7 modules die elk ongeveer 5 minuten in beslag nemen en die baat hebben bij tijd om tussendoor te verwerken. Als je dit leuk vindt ... vind je misschien de grotere leuk'Je kind begrijpen ' of ' Begrijp uw kind met extra behoeften ' , of andere cursussen in de serie. www.inourplace.co.uk Children Centre privacy notice come2gether fold out leaflet latest Family Hubs Home | Help and Advice | Family Activities | Splash Pool

Sensory Garden In harmonie Blogs In Harmony Liverpool is geïnspireerd door El Sistema uit Venezuela en maakt gebruik van orkestmuziek om de gezondheid, het onderwijs en de ambities van kinderen en jongeren in Everton te verbeteren. In Harmony Liverpool, opgericht in 2009 in Faith Primary School met 84 kinderen, is uitgebreid zodat meer dan 700 kinderen en jongeren van 0-18 jaar en hun families nu elke week gratis deelnemen aan orkestmuziek van de hoogste kwaliteit. binnen en buiten school. Muziek maken vindt plaats op Faith Primary School, The Beacon CE Primary School, Everton Nursery School and Family Centre, All Saints Catholic Primary School, Anfield Children's Centre en bij Liverpool Philharmonic at the Friary, ons oefencentrum in West Everton._cc781905-5cde- 3194-bb3b-136bad5cf58d_ Blogs / Sensory Garden 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! Home | Climate Action Strategy | Case Studies | Curriculum Resources | Blog and Video Logs

Sensory Garden Blog Liverpool City Region and Beyond Early Years Stronger Practice Hub Hub Home Events Newsletters Blogs Programmes Documents Subscribe Childminders Recruitment Sensory Garden Video blog 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

At Everton Nursery School, we are committed to ensure the highest possible standards of learning and teaching for our young children at all times. Kleuterschool 2-5 jaar Ons leerplan Bij Everton Nursery School zetten we ons in om te allen tijde de hoogst mogelijke normen van leren en onderwijzen voor onze jonge kinderen te waarborgen. Als an Uitstekende leerschool (laatst beoordeeld door Ofsted in oktober 2018), bieden we doelgerichte en inspirerende leeromgevingen voor alle kinderen om te spelen, leren en ontdekken. We kijken, luisteren en zien hoe kinderen in hun eigen tempo groeien en dagen ze uit tijdens hun tijd op onze kleuterschool door middel van zorgvuldig geplande leerervaringen. We zijn van plan het Early Years Foundation Stage (EYFS) 'Development Matters'-kader te gebruiken en alle kinderen uit te rusten met brede en evenwichtige leerervaringen op alle zeven leer- en ontwikkelingsgebieden - zowel binnen als buiten! Dossiers voor gezinswerkers Bij Everton Nursery School zijn we van mening dat het observeren, reflecteren, beoordelen en documenteren van het leren, de successen en prestaties van kinderen cruciale elementen zijn van het Early Years Foundation Stage-curriculum. Dit proces van documentatie stelt het personeel in staat om de voortgang van individuele kinderen te overwegen om dienovereenkomstig te plannen voor toekomstige leermogelijkheden om te voldoen aan de behoeften en het ontwikkelingsstadium van alle kinderen. Het personeel legt deze observaties, reflecties en beoordelingen vast in de individuele gezinshulpdossiers van de kinderen, die beide bij elke gelegenheid beschikbaar zijn voor ouders/verzorgers en die met elk kind worden overgedragen op het moment dat ze naar de basisschool gaan. Onze medewerkers Elk personeelslid dat op de Everton Nursery School werkt, is hoogopgeleid en bedreven in het basisonderwijs. Het leren van kinderen wordt geleid door een ervaren leerkracht voor jonge kinderen met Gekwalificeerde lerarenstatus die samenwerkt met een reeks bekwame en deskundige onderwijzers voor jonge kinderen. Samenwerking met ouders en verzorgers Bij Everton Nursery School and Family Centre zetten we ons in om ervoor te zorgen dat we nauw samenwerken met ouders en verzorgers om verder te bouwen op de stevige basis die in de vroegste jaren van het kind is gelegd._cc781905-5cde-3194-bb3b -136bad5cf58d_ Wij erkennen dat de ouder/verzorger van het kind de belangrijkste persoon in het leven van het kind is. Dit is de fundamentele reden die ten grondslag ligt aan onze samenwerkingsbenadering om ervoor te zorgen dat we alle kinderen in staat stellen hun volledige potentieel te bereiken. Aanwezigheid op de kleuterschool Uitstekende aanwezigheid op de kleuterschool voor alle kinderen is vereist en wordt verwacht. Als onderhouden kleuterschool houden we ons aan de lokale en landelijke aanwezigheidsverwachting van 97%. Alle aanwezigheid van kinderen wordt gecontroleerd en vervolgens aangevochten als dit onder de verwachte 97% komt, en de school heeft een duidelijk systeem om aanhoudend absenteïsme aan te pakken. De school schrijft op periodieke basis naar alle ouders en verzorgers om de aanwezigheidspercentages van de klas en de hele school samen te vatten. Het meest recente voorbeeld van deze brief is te vinden door te klikken op hier . Solliciteren naar een plaats op Everton Nursery School... Om u aan te melden voor een plaats in de kleuterschool, klikt u op de onderstaande link om ons aanvraagformulier te downloaden. Vul dit formulier in en bezorg het samen met een kopie van de geboorteakte van uw kind aan Everton Nursery School. Nursery Application Form

EYSH Blogs In harmonie In Harmony Liverpool is geïnspireerd door El Sistema uit Venezuela en maakt gebruik van orkestmuziek om de gezondheid, het onderwijs en de ambities van kinderen en jongeren in Everton te verbeteren. In Harmony Liverpool, opgericht in 2009 in Faith Primary School met 84 kinderen, is uitgebreid zodat meer dan 700 kinderen en jongeren van 0-18 jaar en hun families nu elke week gratis deelnemen aan orkestmuziek van de hoogste kwaliteit. binnen en buiten school. Muziek maken vindt plaats op Faith Primary School, The Beacon CE Primary School, Everton Nursery School and Family Centre, All Saints Catholic Primary School, Anfield Children's Centre en bij Liverpool Philharmonic at the Friary, ons oefencentrum in West Everton._cc781905-5cde- 3194-bb3b-136bad5cf58d_ Blogs The Authentic development of a Sensory Garden through the 17 SDGs. By Kate Doyle and Dr Diane Boyd A Reflective Conversation By Emma Louise Scott, Maria Edge and Dr Diane Boyd Home | Climate Action Strategy | Case Studies | Curriculum Resources | Blog and Video Logs

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. Kinderbescherming en vrijwaring Wij zijn een VEILIGE school en kindercentrum Ouders/verzorgers dienen zich ervan bewust te zijn dat Everton Nursery School and Family Center alle verantwoorde maatregelen zal nemen om de veiligheid van haar kinderen te waarborgen. In gevallen waarin het kinderdagverblijf/centrumpersoneel reden heeft om bezorgd te zijn dat een kind het slachtoffer kan worden van mishandeling, verwaarlozing of andere vormen van misbruik, heeft de hoofdonderwijzer/hoofd van het centrum geen andere keuze dan de Liverpool Child Protection-procedures te volgen en informeer de kinderbescherming over de zorg. Ouders/verzorgers worden niet altijd volledig op de hoogte gebracht van zorgen, tenzij de hoofdonderwijzer/het hoofd van het centrum er zeker van is dat de veiligheid van het kind hierdoor niet in het gedrang komt. De genoemde Designated Safeguarding Lead is: Lesley Curtis (hoofddocent/hoofd van het centrum) De genoemde Designated Deputy Safeguarding Leads zijn: Faye O'Connor Paula Fagan Ruth Scully De genoemde link van het kindercentrum voor kinderbescherming is: Paula Fagan De genomineerde gouverneur die verantwoordelijk is voor de bescherming en de bescherming van kinderen is: Andrea Vaughan De genomineerde gouverneur die verantwoordelijk is voor kinderen die worden verzorgd, is: Ruth Scully Kopieën van het beleid inzake kinderbescherming en -borging zijn op aanvraag verkrijgbaar bij de school/het centrum. Als u zich zorgen maakt over de veiligheid van een kind, kunt u met een van de medewerkers spreken of u kunt telefonisch contact opnemen met Careline: 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 Children and young person guide to working together to safeguard children

Operation Encompass is a national scheme that operates jointly between schools and all police forces Operatie Omvatten Keeping under fives safeonline OE Parents Poster