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Everton Nursery School and Family Centre is based in the Everton ward of Liverpool. As a maintained nursery school and children's centre, the school and centre has high quality early childhood education with care at the core of its provision. 1/5 Look at the activities we explore at Everton Nursery School and Family Centre Up We have 2, 3 and 4 year old 15 hour funded places available for 2025 Apply here Up Welcome to Everton Nursery School and Family Centre. Mission Statement The mission of Everton Nursery School and Family Centre is to promote the children’s educational and social development and help families have and achieve high expectations for themselves and the community. On behalf of all the Staff and Governors I would like to welcome all children and their families. We look forward to working with you. The Nursery School and Children's Centre is open 8.00a.m. to 3.30p.m. Telephone: 0151 233 1969 Telephone calls to the Nursery School and Children's Centre can be supported during this time period. Outside of these times the telephones and reception are not staffed. If you wish to report a child's absence please use Arbor or leave a message on the answer machine. Please note the waiting areas for classes are via two different entrances. Parents are asked to wait in the designated areas for their child’s class . Spencer classes Children are to wait in the staff car park with their parents in Spencer Street. Cresswe ll and Heyworth classes Children are to wait in the waiting area at the back of the school/centre accessed via passing reception on to the Forest School path gate in the Spencer Street visitors car park. Takulandilani ku Everton Nursery School ndi Family Center. M'malo mwa Ogwira ntchito ndi Mabwanamkubwa onse ndikufuna kulandira ana onse ndi mabanja awo. Tikuyembekezera kudzagwira nanu ntchito m'chaka chotsatira cha maphunziro. Nursery School and Children Center imatsegulidwa 8.30am mpaka 4pm. Kuyimbira foni ku Nursery School ndi Children's Center kutha kuthandizidwa panthawiyi. Kunja kwa nthawi izi matelefoni ndi olandirira sakhala anthu. Ngati mukufuna kunena kuti mwana palibe chonde gwiritsani ntchito ParentMail kapena siyani uthenga pamakina oyankha. Kuyambira September 2022 , chonde dziwani kuti malo odikirira makalasi akudutsa pazipata ziwiri zosiyana. Makolo akufunsidwa kuti adikire m'malo osankhidwa kuti kalasi ya mwana wawo ikhale yotalikirana. Ana a kalasi ya Spencer adikire pamalo oimika magalimoto ndi makolo awo mu Spencer Street. Ana a Cresswell ndi a Heyworth adikirira pamalo odikirira kuseri kwa sukulu/malo omwe amafikirako kudzera pachipata cha Forest School kuchokera ku malo opaka magalimoto a Spencer Street. Khomo/chipata chotulukira ku Cresswell Street sichidzatsegulidwa panthawi yomwe ana akulowa ndikutuluka m'malo. Ogwira ntchito adzakuthandizani kulowa / kutuluka m'malo asukulu/pakati kumayambiriro / kumapeto kwa tsiku. nthawi za sukulu. Chonde ikani galimoto kutali ndi zipata za sukulu (osati pamzere wachikasu wa zig zag) kapena gwiritsani ntchito malo oimika magalimoto a alendo pamalopo kapena ikani kutali ndi Spencer kapena Cresswell Street ndikuyenda kupita kuzipata za sukulu kuti ana onse atetezeke._cc781905 -5cde-3194-bb3b-136bad5cf58d_ Nthawi zamakalasi ndi izi: Makalasi a Cresswell: 9.00am amayamba ndipo 3.00pm amatha Lolemba, Lachiwiri, Lachinayi ndi Lachisanu. Lachitatu m'mawa kalasi ya Cresswell imayamba 9.00am ndikutha 12.00 masana. ndipo kalasi ya Cresswell masana imayamba 12.15 mpaka 3.15pm Lachitatu. Makalasi a Spencer 1 ndi 2: 9.00a.m. kuyambira 3.00pm kumaliza Lolemba, Lachiwiri, Lachinayi ndi Lachisanu. Lachitatu m'mawa makalasi a Spencer amayamba 9.00am ndi kutha 12.00 masana. ndipo masana makalasi a Spencer amayamba 12.15pm mpaka 3.15pm Lachitatu. Spencer 3 Center for Nurture Class imayamba nthawi ya 9am. ndipo amatha 3pm. polowera / kutuluka kwa Spencer Street. Maphunziro a Heyworth amayamba nthawi ya 9am. ndipo amafikiridwa kuchokera kumalo odikirira kuseri kwa sukulu/likulu ndikumaliza 3pm. Lolemba, Lachiwiri, Lachinayi ndi Lachisanu kapena 12 koloko masana ngati muli ndi malo ammawa. Lachitatu m'mawa maphunziro a Heyworth amayamba 9.00am ndikutha 12.00 masana. ndipo masana maphunziro a Heyworth amayamba 12.15pm mpaka 3.15pm Lachitatu. Malo olipidwa amakhala ndi 8am mpaka 1pm. kapena 1pm. mpaka 5.15pm nthawi yoyambira ndi yomaliza. Kukonzekera kwathu kwa Chakudya cham'mawa kumachitikira muholo yasukulu kuyambira 8am. Chonde dikirani pazitseko ziwiri pafupi ndi khitchini ya sukulu mu Spencer Street ndipo membala wa ogwira nawo ntchito adzalandira/kuchotsa mwana wanu pazitseko ziwiri. Zopereka Zathu Zakumapeto kwa Sukulu zilinso muholo yasukulu. Ana atengedwe kuchokera ku makonzedwe a After School pofika 5.15pm Ngati makolo/olera achedwa kutenga ana/ana awo ku After School kapena tsiku lalikulu la sukulu pamakhala ndalama zokwana £5 pa ola. Palibe ana amene akuyenera kusiya maphunziro awo a nazale msanga pokhapokha atakumana ndi dokotala ndi umboni wosonyeza kuti wasankhidwa. Maphunziro a unamwino amaperekedwa kwa maola 15 kwa ana azaka ziwiri ndi azaka 3 ndi 4 ndi maola 30 kwa ana azaka 3 ndi 4 kwa makolo omwe amagwira ntchito. Kupezekapo kwathunthu ndi kusunga nthawi pamafunika pamisonkhano yonse. Kusapezekapo kwa nthawi komanso kusasunga nthawi kudzatsutsidwa (monga momwe Local Authority imafunira) ndipo zingakhudze malo a mwana wanu. d_ Pakali pano, kuyendera kalasi yathu ya Namwino ndi nthawi yokhayo. Pakali pano chonde onani m'munsimu maulendo athu ophunzirira m'kalasi. Heyworth ndi makalasi athu a zaka 2-3 ndipo Cresswell ndi Spencer ndi makalasi athu azaka 3-4. Pomaliza, chonde MUSAMAbwere pamalo a Nursery School kapena Children's Center ngati mukuganiza kuti muli ndi zizindikiro za coronavirus. Ngati muli ndi mafunso kapena nkhawa, chonde nditumizireni pa evertonnsfc@evertoncentre.liverpool.sch.uk Wanu moona mtima L. Curtis Dr. Lesley Curtis OBE Headteacher/Head of Center 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 Zinthu zoti muchite lero Load More

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Liverpool City Region and beyond Early Years Stronger Practice Hub Hub Home Events Blogs Childminders Programmes Documents Subscribe Early Years Professional Development Programme Newsletters Recruitment Our aim as an Early Years Stronger Practice Hub will be to share communication and language and literacy programmes initially. Please keep checking back as we aim to provide recorded and live webinars and face to face drop in's and twilights regarding the programmes we will offer. In the meantime look at the programmes on offer through the Department for Education (DfE): https://help-for-early-years-providers.education.gov.uk/ New Maths Champions 2025 Strategic Partners Stronger Practice Hub Privacy Notice

Liverpool City Region and beyond Early Years Stronger Practice Hub Hub Home Events Blogs Childminders Programmes Documents Subscribe Early Years Professional Development Programme Newsletters Recruitment ‘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

Nkhani Zophunzirira Zanyumba Booktrust Nkhani zokambitsirana zochokera ku bungwe lothandizira kuwerenga kwa ana lalikulu la Booktrust ku UK. Agalu Ena Amachita Ana Owl Rumble in the Jungle Tsegulani Mosamala Kwambiri Inef Odala Ndi Inu Mukudziwa

PE Kuphunzitsa ndi kuphunzira kwa PE Ngakhale kuti ngati Nursery School yosamalidwa sitiyenera kuchita nawo Sport Premium, timayang'ana kwambiri pa kuphunzitsa ndi kuphunzira kwa PE kwa ana onse. Timavomereza kuti Physical Development ndi imodzi mwamagawo ofunika kwambiri a EYFS pophunzira ndipo timamvetsetsa kuti kukula kwa thupi la mwana ndiye maziko ophunzirira pambuyo pake kuphatikizapo kuphunzira kulemba. Zotsatira zake, tadzipereka kupereka zokumana nazo zophunzirira zolimbitsa thupi kwa ana onse tsiku lililonse - m'nyumba ndi kunja. Tsitsani ndikuwerenga dongosolo lathu lachitukuko chathupi. physical development policy

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 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

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. Njira yathu yophunzitsira ndi kuphunzira kwa Phonics ku Everton Nursery School Ku Everton Nursery School, timachita nawo maphunziro a ana kudzera pazokonda zawo. Aphunzitsi amagwiritsa ntchito izi pokonzekera yogwira ndi kulenga kuphunzira zinatukuka ana kumvetsera ndi kutchera khutu. Aphunzitsi amagwiritsa ntchito malangizo ochokera ku 'Little Wandle Letters and Sounds Revised' kuti alimbikitse kuphunzitsa ndi kuphunzira. Aphunzitsi amapatsa ana onse zokumana nazo motsogozedwa ndi ana komanso za akulu zomwe zimakwaniritsa zoyembekeza pamaphunziro a 'Kulankhulana ndi chinenero' ndi 'Kuwerenga ndi Kuwerenga'. Zochitika zatsiku ndi tsiku ndi izi: · 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-bb3b-cc558d9 chilankhulo-tsiku ndi tsiku_cf558c38c58c38c368c36d6-langu-langu-langu-3194-bb3b-cc558d136d136d6d9-langu-langu-langu586d986d9 Kwa ana omwe ali ndi chidaliro cholumikizira mawu kwa makalata ndi omwe ali kumayambiriro kwa kuwerenga, timatsutsa maphunziro awo poyambitsa zaka zambiri ndi siteji mwayi wophunzira m'nyumba ndi kunja. Timawerenga ndikugawana zambiri mabuku osiyanasiyana okhala ndi ana omwe amayang'ana zonse ziwiri zopeka ndi zongopeka. Timatsutsa za ana chidziwitso chamafoni kudzera m'mawu oyamba ndi chinkhoswe zosiyanasiyana kulemba Mitundu kuti ana mvetsetsani mozama komanso motetezeka zilembo, mawu, mawu, zolemba ndi zambiri. Ana a m'kalasi ya Nazale amachita tsiku ndi tsiku 'magawo otsogozedwa ndi Aphunzitsi' omwe amakulitsa malingaliro monga kayimbidwe ndi kanyimbo. M'malo ophunzirira amkati ndi akunja, ana ali ndi mwayi wofufuza zinthu zingapo zapamwamba kuti apitilize kukulitsa chidziwitso chawo cha zilembo komanso mawu awo. Zochitika monga 'In Harmony' ndi 'Tuning In' ndi oimba a Philharmonic omwe ali pamalopo komanso Music and Movement with the Nursery Staff zimathandizanso kuti ana azitha kuyimba nyimbo. Ana amakumana ndi nyimbo zambiri za anazale komanso nyimbo zochitira zinthu zomwe zimakhala ndi zochitika zosiyanasiyana, monga nyimbo zochitira zinthu zomwe ana ayenera kuwonjezera kuwomba m'manja, maondo kapena masitampu a mapazi, kapena kusuntha mwanjira inayake._cc781905-5cde-3194-bb3b -136bad5cf58d_ Kuti mumve zambiri za zilembo za Little Wandle ndi Zomveka chonde pitani: https://www.littlewandlelettersounds.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.

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. Center for Nurture Takulandirani kutsamba la Center for Nurture. Chonde onani m'munsimu zinthu zingapo zomwe mungachite kuti muthe kucheza ndi mwana wanu mukakhala kunyumba. Tipitiriza tsamba ili. Ngati muli ndi malingaliro okhudza maphunziro apanyumba a ana azaka 4- 7 chonde imeloevertonnsfc@evertoncentre.liverpool.sch.uk Zida Nkhani pa Youtube Channel yathu Nkhani zochokera kwa ogwira ntchito pa You Tube Channel yathu. 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.

Zosowa Zapadera za Maphunziro ndi Kulemala Ku Everton Nursery School ndi Family Center, tadzipereka kuonetsetsa kuti ana onse azikhala ndi miyezo yapamwamba kwambiri yophunzirira ndi kuphunzitsa nthawi zonse mosasamala kanthu za kuthekera kwawo, zaka, fuko kapena jenda. Ngakhale tikuvomereza kuti ana amaphunzira ndi kukula pamlingo wawo, cholinga chathu ndi kutsutsa ana onse kudzera m'maphunziro osiyanitsidwa bwino ndi zomwe akumana nazo pophunzira komanso kukhazikitsa zolinga zomwe akufuna kukwaniritsa. Chonde onani m'munsimu chikalata chathu Chopereka Sukulu, chomwe chikufotokoza zonse zomwe timachita kuti tipereke maphunziro apamwamba ndi chisamaliro cha ana omwe ali ndi Zosowa Zapadera za Maphunziro ndi Olemala. Koperani ndikuwerenga chikalata chathu Chopereka Sukulu. Koperani ndi kuwerenga ndondomeko yathu ya Zosowa Zapadera za Maphunziro ndi Olemala. Download and read our Special Educational Needs and Disability Summary. Tsitsani ndikuwerenga Mapulani athu a Kufikika. Dinani Pano kuti mupeze tsamba la Liverpool Local Authority 'Early Help Directory'.