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The Centre for Nurture offers an individualised curriculum following the Early Years Foundation Stage adhering to the needs of all the children in this class. Centrum voor Nurture Welkom op de pagina van het Centre for Nurture. Zie hieronder een reeks activiteiten 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 4 tot 7 jaar, stuur dan een e-mail naarevertonnsfc@evertoncentre.liverpool.sch.uk Bronnen Verhalen op ons YouTube-kanaal Verhalen van het personeel op ons YouTube-kanaal. Children have access to daily sensory circuits which include proprioceptive and vestibular movements that are designed to alert, organise and calm; helping to regulate. From April 2022, our Centre for Nurture became a Local Authority resourced provision for children with special educational needs and disability (SEND) for children 2.5 years to 5 years of age. The Objectives of the Resourced Maintained Nursery School Provision The objectives are to provide specialist provision and strategies that are suitable for the age, ability and aptitude or SEND of each child so that: they are happy at nursery, feel included and fully participate in the life of the nursery school they have a successful transition to the next setting their parents have confidence in the SEND provision offer in Liverpool’s maintained nursery schools Eligibility Criteria for the Provision at Everton Maintained Nursery School Age Children will be aged 2.5-5 years In exceptional circumstances, the local authority may place children outside this age criteria SEND SEND eligibility will be assessed by a LCC SEND Early Years Officer In exceptional circumstances, the local authority may place children outside this SEND criteria Children will have speech, language and communication needs or be on the neurodevelopment pathway or have a diagnosis of autism Communicative abilities will be significantly delayed in both expressive and receptive skills and children are highly likely to have had these needs identified very early by a trained professional such as a speech and language therapist The severity of the impact of autism, or potential autism, upon the child will be profound and multi-faceted and will have a significant detrimental impact upon the child’s ability to: Engage in any level of formal learning or purposeful play Demonstrate or develop the fundamentals of communication, https://www.intensiveinteraction.org/find-out-more/fundamentals-of-communication/ Self-manage behaviours that challenge such as aggressive behaviour, self-harm, or alternative high risk behaviours Self-regulate potential sensory processing disorders resulting in the need for seeking/avoidance mechanisms to cope with environments even when adapted Naturally interpret, and learn from social situations at an age appropriate level despite targeted and specific learning attempts Naturally develop the ability to apply flexible thinking techniques as part of typical development, e.g. making choices, anticipating sequences/outcomes, managing micro and macro transitions Some children will be under assessment for or have additionally diagnosed conditions including cognition and learning needs (CLN) and sensory needs associated with autism or potential autism Children identified for maintained nursery school resourced places are highly likely to be working at levels identified within the engagement model https://www.gov.uk/government/publications/the-engagement-model The above needs impact upon the child simultaneously resulting in significant challenges to delivering provision without significant adaptations, namely: 1:1 teacher led specialist programmes, highly adapted environments individual, specific and personalised assess, plan, do and review cycles requiring highly specialist skills and knowledge Some children will be under assessment for or have additionally diagnosed conditions including cognition and learning needs (CLN) and sensory needs associated with CASC Children identified for resourced maintained nursery school places are highly likely to be working at levels identified within the engagement model https://www.gov.uk/government/publications/the-engagement-model Placement of Children in Resourced Maintained Nursery Schools Whilst the placement process is embedded, individual children will be identified by the local authority in partnership with key staff in the maintained nursery schools (please see Maintained Nursery School Resourced Placement Pathway). In order to quickly place and meet need, children will not require an EHCP to be eligible for a resourced maintained nursery school place, as it is expected that, as criteria for resourced provision has been met, children being placed will be assessed using the statutory frameworks, to ensure pathways into reception are considered at the earliest opportunity For children with an EHCP, maintained nursery schools will be consulted by LCC's SEND Team Upon placement, the current high needs funding agreement for the child will cease and the High Needs Support Team will be alerted by the maintained nursery school The placement process will be reviewed on an ongoing basis to ensure an equitable citywide offer Criteria for Children The Headteacher or SENDCo at Everton Nursery School and Family Centre will support transition to the next setting and bring to the attention of the local authority at the earliest opportunity any potentially deferred children The Accommodation for the Provision The accommodation will consist of an appropriate early years teaching and learning space for children with SEND, aged 2.5-5 years Staffing The provision will be overseen by the Senior Leadership Team of Everton Nursery School Individual children’s SEND support planning will be overseen by staff holding qualified teacher status Staff will have annual performance management reviews resulting in the writing of a development plan outlining their continuing professional development, to ensure that they are kept updated in the field of SEND, and early years provision.

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. Welkom bij Everton Nursery School en Family Centre. Namens alle stafleden en bestuurders wil ik alle kinderen en hun families welkom heten. We kijken ernaar uit om met u samen te werken in het volgende academische jaar. De kleuterschool en het kindercentrum zijn geopend van 08.30 uur tot 16.00 uur. Telefoongesprekken naar de kleuterschool en het kindercentrum kunnen gedurende deze periode worden ondersteund. Buiten deze tijden zijn de telefoons en receptie niet bemand. Als u de afwezigheid van een kind wilt melden, gebruik dan OuderMail of laat een bericht achter op het antwoordapparaat. Vanaf september 2022 , houd er rekening mee dat de wachtruimtes voor lessen via twee verschillende ingangen zijn. Ouders wordt gevraagd om in de daarvoor bestemde ruimtes te wachten op de klas van hun kind met sociale afstand. Kinderen uit de Spencer-klas moeten bij hun ouders in Spencer Street wachten op de personeelsparkeerplaats. De kinderen van Cresswell en Heyworth moeten wachten in de wachtruimte aan de achterkant van de school/het centrum, toegankelijk via de poort van het Forest School-pad vanaf de bezoekersparkeerplaats Spencer Street. De in- en uitgang aan Cresswell Street wordt niet geopend gedurende de tijd dat kinderen het terrein betreden en verlaten. school tijden. Parkeer alstublieft weg van de schoolpoorten (en niet op de gele zigzaglijnen voor parkeren) of gebruik de bezoekersparkeerplaats op het terrein of parkeer weg van Spencer of Cresswell Street en loop naar de ingangen van de schoolpoort om alle kinderen veilig te houden._cc781905 -5cde-3194-bb3b-136bad5cf58d_ De lestijden zijn als volgt: Cresswell-lessen: start om 9.00 uur en einde om 15.00 uur op maandag, dinsdag, donderdag en vrijdag. Op woensdagochtend begint de Cresswell-les om 9.00 uur en eindigt om 12.00 uur. en de Cresswell-les in de middag begint om 12.15 uur tot 15.15 uur op woensdag. Spencer 1 en 2 Klassen: 9.00a.m start en einde 15.00 uur op maandag, dinsdag, donderdag en vrijdag. Op woensdagochtend beginnen de Spencer-lessen om 9.00 uur en eindigen ze om 12.00 uur. en de Spencer-lessen in de middag beginnen op woensdag om 12.15 uur tot 15.15 uur. Spencer 3 Center for Nurture Class begint om 9.00 uur. en eindigt om 15.00 uur. bij de in- en uitgang Spencer Street. Heyworth De lessen beginnen om 9.00 uur. en zijn toegankelijk vanuit de wachtruimte aan de achterkant van de school/centrum en eindigen om 15.00 uur. op maandag, dinsdag, donderdag en vrijdag of 12.00 uur als je een ochtendplaats hebt. en de Heyworth-lessen in de middag beginnen op woensdag om 12.15 uur tot 15.15 uur. Betaalde plaatsen zijn van 08.00 uur tot 13.00 uur. of 13.00 uur tot 17.15 uur start- en eindtijden. Onze ontbijtvoorziening vindt plaats in de aula van de school vanaf 8.00 uur. Wacht alstublieft bij de dubbele deuren in de buurt van de schoolkeuken in Spencer Street en een personeelslid zal uw kind ontvangen/ontslaan bij de dubbele deuren. Ook onze buitenschoolse opvang bevindt zich in de hal van de school. Kinderen worden uiterlijk om 17.15 uur opgehaald bij de buitenschoolse opvang. Als ouders/verzorgers hun kind/kinderen te laat komen ophalen van naschoolse opvang of de hoofdschooldag, wordt er £ 5 per uur in rekening gebracht. Kinderen mogen hun crèche niet voortijdig verlaten, tenzij ze een medische afspraak hebben met bewijs van de afspraak. Het kleuteronderwijs wordt gefinancierd voor 15 uur voor ongeveer 2-jarigen en 3- en 4-jarigen en 30 uur voor 3- en 4-jarigen voor werkende ouders. Volledige aanwezigheid en stiptheid is vereist bij alle sessies. Slechte opkomst en stiptheid zullen worden uitgedaagd (zoals vereist door onze lokale autoriteit) en kunnen van invloed zijn op de plaats van uw kind. Op dit moment is een bezoek aan onze kleuterklas alleen op afspraak. In de tussentijd kunt u hieronder virtuele rondleidingen bekijken door onze leeromgevingen in de klas. Heyworth is onze klas van 2-3 jaar en Cresswell en Spencer zijn onze klas van 3-4 jaar. Tot slot, kom NIET naar de locatie van de kleuterschool of het kindercentrum als u denkt dat u symptomen van het coronavirus heeft. Als u vragen of opmerkingen heeft, neem dan contact met mij op via evertonnsfc@evertoncentre.liverpool.sch.uk Met vriendelijke groet L. Curtis Dr. Lesley Curtis OBE Directeur / Hoofd van het centrum 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 Dingen om vandaag te doen Load More

Liverpool City Region and Beyond Early Years Stronger Practice Hub Hub Home Events Newsletters Blogs Programmes Documents Subscribe Childminders 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

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. Leerplan Het doel van ons curriculum op Everton Nursery School and Family Center is om de algehele ontwikkeling van het kind te stimuleren, sociaal, emotioneel, fysiek, intellectueel en spiritueel in een veilige, zekere en stimulerende omgeving door verwijzing naar de Early Years Foundation Stage. We zijn toegewijd om te allen tijde de hoogst mogelijke normen van leren en onderwijzen voor onze jonge kinderen te waarborgen. We bieden 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! Planning voor de behoeften van kinderen Ons curriculum is zorgvuldig gepland voor de ontwikkelingsbehoeften van alle kinderen onder de 5 jaar. De fase van het onderwijs voor kinderen van 0-5 jaar wordt de Early Years Foundation Stage genoemd, die de kenmerken van effectief leren bij kinderen onderzoekt door middel van zeven gebieden van leren en ontwikkelen: Communicatie en taal Expressieve kunst en vormgeving Geletterdheid Wiskunde Lichamelijke ontwikkeling De wereld begrijpen Persoonlijke, Sociale en Emotionele Ontwikkeling 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. Cresswell curriculum map Heyworth Curriculum Map Spencer curriculum map De basisfase van de vroege jaren wordt gebruikt om de ontwikkeling van het hele kind te plannen. De interesses van kinderen worden als uitgangspunt genomen om het leren te stimuleren. Alle gebieden van leren en ontwikkelen zijn met elkaar verbonden en even belangrijk. Bij Everton Nursery School and Family Centre erkennen we volledig dat 'kinderen zich in hun eigen tempo ontwikkelen'. (Ontwikkeling is belangrijk, vroeg onderwijs 2012) De leeromgeving Hoewel de kinderkamer er misschien uitziet als een informele speelkamer, is alles met een doel geselecteerd en neergezet. Alles is ontworpen om kinderen te helpen de nodige vaardigheden te leren en te verwerven. Bijvoorbeeld; Bead threading helpt uw kind kleur- en vormherkenning, reeksen, patroonvorming en hand-oogcoördinatie te ontwikkelen, naast het creatieve plezier dat de ervaring geeft. Elk kind krijgt de kans om te experimenteren met een verscheidenheid aan materialen, apparatuur en activiteiten, waaronder verf, collagematerialen, zand, water, grote en kleine bouwdozen, 'kleine wereld'-speelgoed zoals spoorwegen of poppenhuizen, computers en andere ICT-apparatuur , deeg, games, legpuzzels, pennen, potloden, kleurpotloden, papier, een breed scala aan fictie- en non-fictieboeken en rollenspel. Kinderen hebben elke dag toegang tot onze uitgebreide, zorgvuldig geplande buitenomgeving en kunnen op bepaalde momenten van de dag ervoor kiezen om binnen te blijven of naar buiten te gaan zoals ze willen. Buiten hebben ze toegang tot speelgoed op wielen, klimuitrusting, zand en water, stille gebieden, en nemen ze deel aan het planten en onderhouden van de tuinen. Er is een uitgebreid veiligheidsoppervlak en een reeks 'heuvels' en paden om te verkennen. De kinderen gebruiken de binnenhal ook voor lichamelijke ontwikkelingsactiviteiten op grote apparaten, en voor dans-, muziek- en bewegingsactiviteiten. Inbreng van de leraar Elke klas wordt geleid door een ervaren en hooggekwalificeerde Foundation Stage Teacher. Deze leraar leidt een door volwassenen geleide leerervaring aan het begin van zowel de ochtend- als de middagsessies om de passie van kinderen voor leren te betrekken, te interesseren en aan te wakkeren. Elke leerkracht wordt ondersteund door een gekwalificeerde leerkracht voor jonge kinderen van niveau 3. Zowel leerkrachten als gezinswerkers nemen de rol van gezinswerker (sleutelwerkers) op zich voor het kind en hun gezin. 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 Family Worker Files van kinderen, die beide op elk moment beschikbaar zijn voor ouders/verzorgers.

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

EYSH Blogs Lost words In harmonie 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

All 3 to 4-year-olds in England already receive 15 hours free early education a week, or 570 hours a year. From September 2017 some 3 and 4-year-olds will be entitled to 30 hours free early education/childcare a week, or 1140 hours a year. 30 uur Alle 3- tot 4-jarigen in Engeland krijgen al 15 uur gratis voorschools onderwijs per week, of 570 uur per jaar. Vanaf september 2017 hebben sommige 3- en 4-jarigen recht op 30 uur gratis voorschoolse educatie/kinderopvang per week, of 1140 uur per jaar. U kunt aanspraak maken vanaf de termijn volgend op de 3e verjaardag van uw kind tot aan de leerplichtige leeftijd Geschiktheid Uw geschiktheid is afhankelijk van: als je aan het werk bent uw inkomen (en het inkomen van uw partner, als u dat heeft) de leeftijd en omstandigheden van uw kind uw immigratiestatus U kunt 30 uur gratis kinderopvang krijgen tegelijk met het aanvragen van Universeel Tegoed, heffingskortingen, kinderopvangcheques of Belastingvrije Kinderopvang. Als je aan het werk bent Meestal kunt u 30 uur gratis kinderopvang krijgen als u (en uw eventuele partner): aan het werk met ziekteverlof of jaarlijks verlof op gedeeld ouderschaps-, moederschaps-, vaderschaps- of adoptieverlof Als u adoptieverlof heeft voor een kind van 3 tot 4 jaar, moet u binnen 31 dagen na de eerste aanvraag voor 30 uur gratis kinderopvang weer aan het werk. Als uw werkpatroon is gewijzigd door het coronavirus (COVID-19), kunt u mogelijk nog 30 uur gratis kinderopvang krijgen. Als u momenteel niet werkt U kunt toch in aanmerking komen als uw partner werkt en u een arbeidsongeschiktheidsuitkering, een uitkering voor ernstige arbeidsongeschiktheid, een mantelzorgtoeslag of een op bijdragen gebaseerde arbeids- en ondersteuningstoeslag krijgt. U kunt solliciteren als u binnen 31 dagen begint of herstart met werken. 30 uur gratis kinderopvang aanvragen U kunt 30 uur gratis kinderopvang aanvragen in één online aanvraag kinderopvang op www.childcare-support.tax.service.gov.uk Uw plaats voor 30 uur veiligstellen Denk je in aanmerking te komen voor 30 uur gratis kinderopvang, laat het ons dan zo snel mogelijk weten. Voor meer informatie bezoek:www.childcare-support.tax.service.gov.uk GOV.VK - De plek om overheidsdiensten en informatie te vinden.

Speciale onderwijsbehoeften en handicap Bij Everton Nursery School and Family Centre zetten we ons in om te allen tijde de hoogst mogelijke normen van leren en onderwijzen voor alle kinderen te waarborgen, ongeacht hun bekwaamheid, leeftijd, etniciteit of geslacht. Hoewel we erkennen dat kinderen in hun eigen tempo leren en zich ontwikkelen, is het ons doel om alle kinderen uit te dagen door middel van zorgvuldig gedifferentieerde onderwijs- en leerervaringen en door ambitieuze doelen te stellen om te bereiken. Zie hieronder voor ons document Schoolaanbod, waarin alles wordt beschreven wat we doen om onderwijs van hoge kwaliteit te bieden met zorg voor kinderen met speciale onderwijsbehoeften en handicaps. Download en lees ons document Schoolaanbod. Download en lees ons beleid voor speciale onderwijsbehoeften en handicaps. Download and read our Special Educational Needs and Disability Summary. Download en lees ons Toegankelijkheidsplan. Klik hier om toegang te krijgen tot de pagina 'Early Help Directory' van Liverpool Local Authority.

In harmonie UNESCO SDG 1 LINK SDG 1 Sustainable Development Goals. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 UNESCO SDG 2 LINK Return to SDG's SDG2 UNESCO SDG 3 LINK Return to SDG's SDG3 UNESCO SDG 4 LINK Return to SDG's sdg4 UNESCO SDG 5 LINK Return to SDG's SDG5 UNESCO SDG 6 LINK Return to SDG's SDG6 UNESCO SDG 7 LINK Return to SDG's SDG7 UNESCO SDG 8 LINK SDG8 Return to SDG's UNESCO SDG 9 LINK Return to SDG's SDG9 Return to SDG's UNESCO SDG 10 LINK SDG10 Return to SDG's UNESCO SDG 11 LINK SDG11 Return to SDG's UNESCO SDG 12 LINK SDG12 Return to SDG's SDG13 UNESCO SDG 13 LINK Return to SDG's SDG14 UNESCO SDG 14 LINK Return to SDG's UNESCO SDG 15 LINK SDG15 Return to SDG's UNESCO SDG 16 LINK SDG16 Return to SDG's SDG17 UNESCO SDG 17 LINK Home | Climate Action Strategy | Case Studies | Curriculum Resources | Blog and Video Logs

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Neem contact op U kunt spreken met Joanne Rooney (administrateur), Anne Smith (receptioniste) of Lesley Curtis (hoofdonderwijzer) indien beschikbaar. Onze Special Educational Needs and Disability Coordinator (SENDCo) is Rebecca Melia met ondersteuning van onze Inclusion Coordinator Ruth Scully. Telefoon E-mail 0151 233 1969 evertonnsfc@evertoncentre.liverpool.sch.uk Sociale media Contact Formulier Voornaam Achternaam E-mail Bericht Bedankt voor het indienen! Versturen

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