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At Everton Nursery School, we are committed to ensure the highest possible standards of learning and teaching for our young children at all times. Sukulu ya Nursery Zaka 2-5 Maphunziro athu Ku Everton Nursery School, tadzipereka kuonetsetsa kuti ana athu ang'onoang'ono azikhala ndi miyezo yapamwamba kwambiri yophunzirira ndi kuphunzitsa nthawi zonse. Monga Sukulu yabwino kwambiri (yomwe idaweruzidwa posachedwa ndi Ofsted mu Okutobala 2018), timapereka malo ophunzirira omwe ali ndi cholinga komanso olimbikitsa kuti ana onse azisewera, kuphunzira ndi kufufuza. Timayang'ana, kumvetsera ndikuwona momwe ana amakulira pamlingo wawo ndikuwatsutsa nthawi yonse yomwe ali pasukulu yathu ya Nursery kudzera muzochitika zokonzekera bwino. Tikukonzekera kugwiritsa ntchito dongosolo la Early Years Foundation Stage (EYFS) 'Development Matters' ndikukonzekeretsa ana onse kuti azitha kuphunzira mozama komanso moyenera m'magawo onse asanu ndi awiri a maphunziro ndi chitukuko - m'nyumba ndi kunja! Mafayilo Ogwira Ntchito Pabanja Ku Everton Nursery School, timakhulupirira kuti kuyang'ana, kuwunikira, kuwunika ndi kulemba maphunzilo a ana, kupambana kwawo ndi zomwe akwaniritsa ndizofunikira kwambiri pamaphunziro a Early Years Foundation Stage. Kalembedwe kameneka kamathandiza ogwira ntchito kuti aganizire momwe mwana akupita patsogolo kuti akonzekere molingana ndi mwayi wophunzira m'tsogolomu kuti akwaniritse zosowa ndi siteji ya chitukuko cha ana onse. Ogwira ntchito amalemba zomwe aona, malingaliro ndi kuunikaku mu Family Worker Files ya ana, yomwe imapezeka kwa makolo/olera nthawi iliyonse yomwe amasamutsidwa ndi mwana aliyense panthawi yomwe amapita kusukulu ya pulaimale. Ogwira ntchito athu Aliyense wogwira ntchito ku Everton Nursery School ndi wophunzitsidwa bwino komanso waluso pamaphunziro azaka zoyambirira. Kuphunzira kwa ana kumatsogozedwa ndi Mphunzitsi Wazaka Zoyambirira ndi Mphunzitsi Woyenerera omwe amagwira ntchito mogwirizana ndi Aphunzitsi aluso komanso odziwa zambiri. Mgwirizano ndi makolo ndi olera Ku Everton Nursery School ndi Family Center, tadzipereka kuonetsetsa kuti tikugwira ntchito limodzi ndi makolo ndi olera kuti tipitilize kumanga maziko olimba amene anakhazikitsidwa m’zaka zoyambirira za mwanayo._cc781905-5cde-3194-bb3b -136bad5cf58d_ Timavomereza kuti kholo/omulera mwanayo ndiye wofunika kwambiri pa moyo wa mwanayo. Ichi ndi chifukwa chachikulu chomwe chimathandizira njira yathu yogwirira ntchito limodzi kuti tiwonetsetse kuti timathandiza ana onse kukwaniritsa zomwe angathe. Kupita ku Nursery School Kupezeka kwabwino kwambiri ku Sukulu ya Nursery kwa ana onse ndikofunikira komanso kukuyembekezeka. Monga Sukulu ya Namwino yosamalidwa, timatsatira chiyembekezo cha 97%. Kupezeka kwa ana onse kumawunikidwa ndipo pambuyo pake amatsutsidwa ngati izi zikutsika pansi pa 97% yoyembekezeka, ndipo sukulu ili ndi dongosolo lomveka bwino lotsutsa Kusapita Kusukulu kosalekeza. Sukuluyi imalembera makolo ndi olera onse pakanthawi kochepa kuti afotokoze mwachidule kuchuluka kwa opezeka pasukulu onse. Chitsanzo chaposachedwa kwambiri cha kalatayi chikupezeka podina Pano . Ndikufunsira malo ku Everton Nursery School... Kuti mulembetse malo a Nursery School, dinani ulalo womwe uli pansipa kuti mutsitse fomu yathu yofunsira. Chonde lembani fomu iyi ndikubwerera ku Everton Nursery School limodzi ndi kalata yobadwa ya mwana wanu. Nursery Application Form

Sensory Garden Mu Harmony Blogs Ku Harmony Liverpool idauziridwa ndi El Sistema yaku Venezuela ndipo imagwiritsa ntchito kupanga nyimbo za orchestra kuti ipititse patsogolo thanzi, maphunziro ndi zokhumba za ana ndi achinyamata ku Everton. Yakhazikitsidwa mu 2009 ku Faith Primary School yokhala ndi ana 84, Ku Harmony Liverpool yakula kotero kuti ana opitilira 700 ndi achinyamata azaka zapakati pa 0-18 ndi mabanja awo tsopano akutenga nawo gawo pakupanga nyimbo za orchestra zapamwamba kwambiri sabata iliyonse, kwaulere, mkati ndi kunja kwa sukulu. Kupanga nyimbo kumachitika ku Faith Primary School, The Beacon CE Primary School, Everton Nursery School and Family Center, All Saints Catholic Primary School, Anfield Children's Center komanso ku Liverpool Philharmonic ku Friary, malo athu ochitira masewera ku West Everton._cc781905-5cde- 3194-bb3b-136bad5cf58d_ A Reflective conversation A reflective conversation with SENCO class teacher Emma Louise Scott and HLTA Maria Edge from Everton talking to Diane Boyd. 1. Setting the Context - introduction to the Podcast and participants Emma and Maria 1 Reflective Conversation Setting the Context Artist Name 00:00 / 01:01 2. Initial first thoughts - before the sustainability training 2 Initial first thoughts Artist Name 00:00 / 00:51 3. Can the SGD's - be easily implemented into early childhood pedagogy 3SDG implemented Artist Name 00:00 / 03:14 4. Which SDG - did you feel you were more familiar with or relevant to your practice? 4 Which SDG Artist Name 00:00 / 05:00 5. What was the most significant point you took from the training 5 What was the most Artist Name 00:00 / 06:05 6. The interconnection of the three pillars of Sustainability 6 The interconnection Artist Name 00:00 / 04:56 7. Reflections and conclusion - What have you taken away from the training and our conversation 7 Reflections and conclusion Artist Name 00:00 / 03:13 Home | Climate Action Strategy | Case Studies | Curriculum Resources | Blog and Video Logs

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Liverpool City Region and Beyond Early Years Stronger Practice Hub Hub Home Events Newsletters Blogs Programmes Documents Subscribe Childminders Recruitment Reddish Vale Nursery School Blog Becoming physical development champions and beyond…. This blog explores the importance of evaluating the opportunities available to promote physical development in the early years, with a particular focus on promotion children’s independence, risk taking and following their lead. Our pedagogy Opportunities for outdoor play are vital in the Early Years Foundation Stage (EYFS). Reddish Vale Nursery places equal value on outdoor and indoor play, and the well-resourced outdoor area is an important part of the continuous provision. As a team we work on the premise that regular activity is vital for strengthening neural networks, where regular, intense exercise results in the growth of neurons to aid memory and learning. Opportunities in the outdoor area are designed to improve concentration, hand eye coordination, confidence and decision making. The evidence RISE at Manchester Metropolitan University outlines the importance of physical development where ‘Physical development lays the foundation for learning, health and wellbeing. The more physically active we are as young children, the more likely we are to maintain an active lifestyle later in life. This sets a positive health trajectory, promoting long-term physical well-being and reducing the risk of chronic diseases. Encouraging early physical activity is crucial for establishing healthy habits and also impacts greatly on early literacy and the social, emotional, and cognitive development of children.’ Rise x Future Me at Manchester Met (mmu.ac.uk) Children who are given the opportunity to play outdoors are shown to have better planning, attention and inhibition where regular activity reduces stress, and increases self-regulation. Children learn how to control their bodies, develop physical competence and an enjoyment of outdoors and to practice problem solving. The Education Endowment Foundation (EEF) on the Early Years Evidence Store key findings in ‘promoting physical activity’ outlines the following: There is evidence that promoting physical activity improves children’s physical development outcomes including a range of movement skills. Encouraging enjoyment through play and a focus on child-directed choice are effective strategies to further support children’s physical development. Motivating children to be physically active through the use of resources or equipment, both outdoors and indoors, can support children’s physical development. Educators have an important role to play in structuring the environment and activities to support children’s physical development. EEF | Physical Development (educationendowmentfoundation.org.uk) Becoming Physical Development Champions Reddish Vale Nursery School engaged in Physical Development Champion training where we evaluated our current environment and made some changes to promote gross motor skills. We removed the majority of chairs from the tables to enable children to stretch for resources. We made group times more physical. We increased activities which help to develop core strength. We corrected W sitting where this was happening. We also provided more opportunities for tummy time. Although we have always promoted independence in children we looked for times of the day where we could increase opportunities for this. We encourage children to pour their own drinks at snack time and peel their own fruit. At lunch time children collect their own lunches and clear away after themselves. There is an absolute wealth of evidence based information, videos, case studies and examples for best practice available you can read at your own pace, but did you know that researching, investigating and using the Education Endowment Foundation EEF Evidence Store shows that you are reflecting on your setting so make sure you add these to your personal development record. The furniture was also checked to ensure that this was appropriate for the individual and we changed chairs to enable children to anchor themselves properly when seated, with both feet on the floor. Some chairs with arms are used for children that need extra support. Beyond our Physical Development Champion work – what did we do next? Observation and reflection The EEF studies looked at the benefits of introducing different resources to stimulate interest or encourage nature-based play. Different or new resources could be smaller tools such as hand tools and jigsaws or more dynamic toys such as balls or climbing frames. In nature-based studies, children were encouraged to participate in more risky play through climbing natural structures. Likewise, freedom to play with natural elements such as grass, rocks, and branches was supported. These activities all led to improvements in children’s physical development outcomes. A common theme across the evidence was ensuring that children were provided with choice and a high degree of independence. EEF | Physical Development (educationendowmentfoundation.org.uk) Introducing a gravel pit Gravel pits can bring the following benefits: 1. Sensory Development Gravel offers a unique tactile experience different from sand, water, or soil. This helps children explore texture, weight, and sound, enriching their sensory input. 2. Fine Motor Skills Scooping, pouring, picking up, and sifting small stones promotes hand-eye coordination and dexterity. Using tools like shovels, buckets, or sieves builds grip strength and control. 3. Creativity and Imaginative Play Gravel can be used in pretend construction, road-building, or even as "ingredients" in play kitchens. It encourages open-ended play, allowing children to invent their own games and stories. 4. STEM Learning Children naturally engage in early science and math concepts through sorting by size, counting stones, or experimenting with gravity and volume. Opportunities for cause and effect learning, like observing how gravel moves or shifts. At Reddish Vale Nursery School, the children made their own gravel pit using tarpaulin, sleepers and a huge order of pea sized gravel. Climbing opportunities in the 2s Through observing our 2 year olds we noticed their need for a constructive physical outlet, helping them to burn energy and regulate emotions and behaviour afterward. We therefore introduced a climbing wall where 1.Gross Motor Development Climbing strengthens large muscle groups in the arms, legs, and core. This helps develop balance, coordination, and body awareness. 2. Fine Motor and Grip Strength Grasping climbing holds improves hand strength, finger dexterity, and fine motor control—important for future skills like writing and self-care. 3. Confidence and Independence Climbing challenges young children in a way that lets them experience success, promoting self-esteem and a sense of achievement. It encourages independent decision-making and exploration. Conclusion When did you last evaluate your environment through the physical development lens? Do your routines and environments all offer opportunities for independence? Are your children encouraged to take risks? Are there opportunities for tummy time, even for older children? Look specifically at what the children are already doing and how this could be developed. Do you already have resources that could be introduced in a different way? Are you making the best use of the space you’ve got? References https://educationendowmentfoundation.org.uk/early-years/evidence-store/physical-development https://www.reddishvalenursery.stockport.sch.uk/our-curriculum/physical-development-champions https://rise.mmu.ac.uk/topic/the-importance-of-physical-development/ https://assets.publishing.service.gov.uk/media/670fa42a30536cb92748328f/EYFS_statutory_framework_for_group_and_school_-_based_providers.pdf Physical Development Physical activity is vital in children’s all-round development, enabling them to pursue happy, healthy and active lives9. Gross and fine motor experiences develop incrementally throughout early childhood, starting with sensory explorations and the development of a child’s strength, co-ordination and positional awareness through tummy time, crawling and play movement with both objects and adults. By creating games and providing opportunities for play both indoors and outdoors, adults can support children to develop their core strength, stability, balance, spatial awareness, co-ordination and agility. Gross motor skills provide the foundation for developing healthy bodies and social and emotional well-being. Fine motor control and precision helps with hand-eye co-ordination, which is later linked to early literacy. Repeated and varied opportunities to explore and play with small world activities, puzzles, arts and crafts and the practice of using small tools, with feedback and support from adults, allow children to develop proficiency, control and confidence. P10. https://child-development-training.education.gov.uk/about/module-5 Strategic Partners Stronger Practice Hub Privacy Notice

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

Chidziwitso cha Bwanamkubwa Constitution Kupezeka kwa Atsogoleri Maboma Opezekapo PFR Maboma a Makolo Governor Handbook Governor Year Planner Abwanamkubwa ndi Kapangidwe ka Komiti Umembala wa Bwanamkubwa ndi Zambiri 2022/2023

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. LS-KEY-GUIDANCE-FOUNDATIONS LS-PowerPoint for parents nursery little wandle progression of sounds

Ntchito Zophunzirira Pakhomo Takulandirani kutsamba lathu la Ntchito Zophunzirira Pakhomo. Chonde onani m'munsimu mndandanda wa zochitika zapakhomo zomwe mungathe kuzipeza ndi mwana wanu mukakhala kunyumba. onjezani patsambali. Ngati muli ndi malingaliro aliwonse ophunzirira kunyumba kwa ana azaka 2- 5 chonde imelo evertonnsfc@evertoncentre.liverpool.sch.uk Ogwira ntchito ku Everton Nursery School ndi Family Center ayika pamodzi 3-5's Home Learning Activity Pack ndi Heyworth 2-3's Activity Pack. -3194-bb3b-136bad5cf58d_ Ngati mukufuna thandizo lililonse kapena kumveka bwino pa Ntchito Zophunzirira Pakhomo, chonde imelo kwa evertonecc@talk21.com ndipo membala wa gulu la ogwira ntchito ku Everton adzakupatsani zambiri za Phunzirani Zapakhomo ngati zingafunike. Everton Nursery School ndi Family Center YouTube Channel Nkhani pa Youtube Channel yathu Nkhani zochokera kwa ogwira ntchito ndi Yoga kuchokera kwa Tony pa You Tube Channel yathu. Zida Makanema aupangiri a makolo/olera. Chithunzi cha 1: Kukonzekera Mafonikidwe; Kuthandiza mwana wanu m'zaka zoyambirira Chithunzi cha 2: Kuthandiza mwana wanu ndi kuwerenga kwawo m'zaka zoyambirira Guide 3: Kuthandiza mwana wanu ndi kulankhulana kwawo ndi chinenero chitukuko mu zaka zoyambirira Chithunzi cha 4: Kuthandiza mwana wanu ndi masamu mu zaka zoyambirira Physiotherapy kudzera kuvina - YouTube Ntchito ya Brain Changer Arts Project Phonics Bloom Phonics Bloom ndi chida chophunzitsira chothandizira, chopereka masewera amafoni m'kalasi ndi kunyumba. Zilembo ndi Zomveka Masewera aulerewa pa intaneti akhala othandiza pa Gawo 1 la pulogalamu yamafoni a Letters and Sounds. Zizindikiro zapamwamba Topmarks amapatsa ana mwayi wophunzira pa intaneti, kudzera mumasewera otetezeka, osangalatsa komanso opatsa chidwi. Nambala ya Cbeebies Lowani nawo a Little Learners ndikuwona masewera onsewa osangalatsa komanso aulere a masamu, zochitika ndi tizithunzi. Maphunziro a kunyumba a TTS Ndi kuphatikizika kwa ntchito zophunzirira paokha komanso zogwirizana, mabuku ophunzirira kunyumba amapereka mwayi wabwino kwa makolo kuphunzira ndi ana awo. EYFS Reception School Kutsekedwa Kwanyumba Yophunzirira Paketi Gwiritsani ntchito paketi yothandiza ya EYFS kuti musunge mwana wanu wazaka zoyamba kukhala wotanganidwa ndikuphunzira sukulu ikatsekedwa. Phukusili lili ndi zochitika zosiyanasiyana zosangalatsa, zochititsa chidwi komanso zovuta zomwe zimalimbikitsa ana kuchita maluso omwe akhala akuphunzira kusukulu. Zochita 49 zosangalatsa kuchita ndi ana azaka zapakati pa 2 mpaka 4 Mndandanda wa zochitika 49 ndizomwe mungapiteko pa tsiku lililonse lamasewera, malo osamalira ana kunyumba, kapena m'mawa kapena madzulo ndi wowasamalira. Mulimonse momwe zingakhalire, kuyang'ana pang'ono kumatanthauza kuti ndi bwino kukhala ndi zochepa mwa izi. Cbeebies JoJo ndi Gran Gran JoJo & Gran Gran ndi makanema ojambula onena za mtsikana wazaka zisanu ndi agogo ake osangalatsa komanso anzeru. Cbeebies Radio-Kumvera ntchito za ana Zochita zomvetsera za ana Masewera a Disney Shake Up Change4Life ndi Disney agwirizananso kuti akubweretsereni masewera atsopano a Shake Up owuziridwa ndi Disney ndi Pstrong's Toy Story 4 ndi Incredibles 2, ndi Disney's The Lion King ndi Frozen. Kuphulika kwa mphindi 10 kumeneku kumapangitsa ana anu kuyenda ndikuwerengera mphindi 60 zomwe amafunikira tsiku lililonse! Malingaliro Aang'ono Anjala - Zosangalatsa zosavuta, zochitika za ana azaka zapakati pa 0 - 5 Zosavuta, zosangalatsa za ana, kuyambira wakhanda mpaka asanu. Zinthu 50 Zoyenera Kuchita Musanakwanitse Zaka zisanu Zinthu 50 Zoyenera Kuchita Musanakwanitse Zaka zisanu ndi pulogalamu yabwino ya UFULU ya mabanja. Zosavuta komanso zosangalatsa zosagwiritsa ntchito skrini zomwe ana amatha kuchita kunyumba Kodi aphunzitsi ndi makolo angachite chiyani ngati kulibe sukulu? Kuphunzira pa intaneti kuchokera kunyumba kumapatsa ana mwayi wokulitsa ndikuphunzira maluso atsopano akakhudza batani. Thandizo kutsekedwa kwa sukulu: Popeza mliri wa Coronavirus (Covid-19) wakhudzanso masukulu angapo padziko lonse lapansi, ife a 2Simple tikupereka mwayi wofikira kwa Purple Mash ndi Serial Mash kwa masukulu ndi ogwiritsa ntchito kunyumba.Pemphani mwayi waulere pano . Malo a Banja Timagwira ntchito yopititsa patsogolo luso lowerenga, kulemba, kulankhula ndi kumvetsera m'madera osauka kwambiri ku UK, kumene munthu mmodzi mwa atatu ali ndi vuto la kuwerenga. Chifukwa chakuti anthu a m’mibadwo yambiri osadziwa kulemba ndi kuwerenga, timayang’ana kwambiri ntchito yathu pa mabanja, achinyamata ndi ana. Eric Carle amawerenga The Very Hungry Caterpillar - YouTube Onani Eric Carle, mlembi wa The Very Hungry Caterpillar, akuwerenga mokweza buku la zithunzi za Puffin. LeapStart Dongosolo lophunzirira lothandizira kulimbikitsa ophunzira aluso, odzidalira komanso osangalala. #mindhealthy@home Kusamalira thanzi la banja lanu kunyumba Biodiversity #EcoSchoolsAtHome Ndicholinga chothandizira omwe mukugwirabe ntchito kusukulu komanso omwe mukuyenera kupita kusukulu yakunyumba, tidafuna kupanga zida zatsopano za Eco-School zomwe zitha kusinthidwa kuti zikuthandizeni. kugwira ntchito pamitu yosiyanasiyana yazachilengedwe ndi achinyamata azaka zilizonse - kwinaku akuwongolera miliyoni ndi ntchito zina ndi zovuta chifukwa cha mliri wa COVID-19. White Rose Maths Mosonkhezeredwa, molimbikitsidwa komanso kudziwitsidwa ndi ntchito ya akatswiri ofufuza masamu otsogola padziko lonse lapansi, White Rose Maths imasonkhanitsa gulu la akatswiri odziwa masamu odziwa bwino ntchito komanso okonda kwambiri masamu kuti aphunzitse, kutsogolera, kuthandiza ndi kuthandiza onse amene akufuna kusintha zinthu. masukulu awo. The Great Indoors Malingaliro ndi ntchito zolimbikitsa malingaliro achichepere kunyumba EYFS - Early Years Foundation Stage - BBC Phunzitsani EYFS / Zaka 3 - 5. Zomvera zimapereka zida zabwino zophunzirira Oyambirira kudzera munkhani, nyimbo, kuyenda ndi nyimbo. Zomwe zilimo zimalumikizana mwachindunji ndi maphunziro a Early Years Foundation Stage (EYFS). heyworth home learning activities home learning activity pack jan 2021 Massage Music A Summer Sky 00:00 / 04:44

Liverpool City Region and Beyond Early Years Stronger Practice Hub Hub Home Events Newsletters Blogs Programmes Documents Subscribe Childminders Recruitment Sharing gifted resource bags Kendal Childminding Network Sharing how resource bags gifted by Liverpool City Region and Beyond Stronger Practice Hub have made an impact to a childminder network. How did you use the resource bag? Thank you so much for the resource box that Tracie (Strategic Childminder Support Lead) brought to our Network Drop in at Beck Community Centre in Kendal. We used the ‘Owl Babie’s’ story sack within the drop in while Tracie was with us. The children absolutely loved the story and used the fabulous puppets. We extended the activity by playing ‘sleeping owls’ then flying around and swooping down to picking up toys to put them away for tidy up time. Please share further information on how the resource bag supported your setting and how the resource bag may inspire or support other childminders? Every week each childminder will take home a different resource bag to share with their minded children and then swap the following week. They will also take it in turns to use a bag within the drop in, for the activity and swap ideas to extend activities within the bags. What impact did this resource bag have on the learning of the children in your setting? The children and childminders absolutely enjoyed using the story sack. Everyone joined in, got excited, had fun and laughed all the way through the story. They learnt all about why babies get upset when their mummy leaves them. It promoted discussion about emotions including how they felt that morning being dropped off at their childminders. The children talked about cuddling their childminders for reassurance and how they felt safe. Some of the children cuddled each other, others cuddled the owls. The children pretended to be sleeping baby owls, when woken they flew around swooping and diving down, before going back to sleep to do the actions again. After the session the children all helped to put the contents back into the bag ready for next time. Strategic Partners Stronger Practice Hub Privacy Notice

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

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Liverpool City Region and Beyond Early Years Stronger Practice Hub Hub Home Events Newsletters Blogs Programmes Documents Subscribe Childminders Recruitment ENGAGING GROWTH WITH ‘THE GARDEN CLASSROOM’ By Tracie Dowling My name is Tracie Dowling, I have worked in childcare for over 30 years. I’m an OFSTED Registered Childminder, Mentor for the Department of Education , Northwest Childminder Representative and Childminding Network Co-ordinator, PEEP Facilitator and Childminder Employer based in Liverpool. I employ an amazing assistant, Debbie and together we care for eight children under the age of five years. Throughout my career as a Registered Childminder, I have incorporated holistic learning into my practices. Over the years this has evolved, and I refer to my way of teaching as ‘The Garden Classroom’ which you can read about on my blog . Although this way of learning is primarily outdoors, the learning is year-long and therefore I have created ways of learning no matter the season. The Garden Classroom practices always incorporate the three prime areas of the Early Years Foundation Stage (EYFS) and the Characteristics of Effective Teaching and Learning. Read on to learn how I weave these key components into outdoor play. OUTDOOR LEARNING The Garden Classroom is a space where children can learn and grow, connecting to nature and the world around them. Outdoor exploration not only connects toddlers and babies with the seasons and everchanging weather, but also promotes physical activity, a sense of wonder, and an appreciation for the natural environment. Providing gardening activities for my children has proven to be great way to engage them with hands-on learning, including growing food from seed to plate, food sensory education , pond-dipping and lifecycles, and practicing sustainability through composting and recycling. The children learn vital skills such as adaptability and resilience by witnessing their environment going through the cycles. This helps them understand the concept of change and builds resilience in the face of transitions. In one area of our garden, we have a pet cemetery. Here, we have buried our family pets and other creatures who have come and gone. This space allows us to teach the children about the life-death cycle and accept change. Similarly, every year we experience frogspawn, giving us the opportunity to learn about birth and growth as we watch their little tails shrink and their legs grow. To support the children’s cognitive skills, we provide activities to observe and understand nature through investigation. The children’s favourite activities at the moment are pond dipping and growing and harvesting flowers, fruit, and vegetables. Some of the learning objectives within these activities are linked to lifecycles, categorising, comparison and pattern recognition in nature. Supporting the children to experience the wonders of changing seasons has a positive effect on their emotional well-being, mine, and Debbie’s too! The children take naps outside and participate in meditation while the birds are singing away. These activities provide opportunities for relaxation and promote a sense of calm and happiness. It is proven that spending time in nature has mental health benefits as well as emotional and physical benefits . SEASONAL LEARNING Every season and even every different day outdoors, brings a new set of sensory stimulation by exploring the sights, textures, aromas, even the noises of the natural world. The experiences are endless. The children love finding the strawberries and munching away, and there is no better taste than a sun-ripened cherry tomato, if they leave me any! Unfolding the characteristics of seasonal vocabulary during our activities also contributes to early language and provides children with the skills to articulate their observations and experiences. Whether its playing in the muddy puddles, counting the frogs or learning to sow seeds, the language opportunities are endless. The seasons are also a lovely way to promote cultural celebrations and traditions. We love the harvest festival where we like to gather our produce and share with our families, or Diwali where we cover the garden with lights and have a magical Diwali feast. There are many ways to weave cultural traditions into your very own Garden Classroom. “Lovely to watch her be so interested in how it grows. How she cares for it, and that she’s happy with the end result, we’ve even started growing our own strawberries and sunflowers at home” – Elsie’s Mum. By incorporating a Garden Classroom into your setting, your children can foster environmental awareness, develop a sense of responsibility and appreciation of the natural world, which in turn lays the groundwork for their future environmental consciousness. Seasonal changes spark natural curiosity and wonder within the children, giving them the opportunity for questioning and exploration, cultivating a mindset of inquiry and lifelong learning. The Education Endowment Foundation (EEF) The Early Years Toolkit brings together the best available evidence on key areas of learning and development. It can support all childminders when making decisions on how to improve learning outcomes. Physical development approaches | EEF educationendowmentfoundation.org.uk) Other research Useful resource: Garden activities for September :: The Garden Classroom - NurtureStore The Edible Garden – Alys Fowler (book and BBC Series 2010) Strategic Partners Stronger Practice Hub Privacy Notice