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EYSH Blogs Mu Harmony 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_ Blogs The Authentic development of a Sensory Garden through the 17 SDGs. By Kate Doyle and Dr Diane Boyd A Reflective Conversation By Emma Louise Scott, Maria Edge and Dr Diane Boyd Home | Climate Action Strategy | Case Studies | Curriculum Resources | Blog and Video Logs

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

Masiku Otsiriza

Our staff team works together with families and the community to provide the best possible learning, health and well-being outcomes for children. Childrens Centre Home | Help and Advice | Family Activities | Splash Pool Thandizo ndi Malangizo Monga ntchito tikufuna kuwonetsetsa kuti mukuzidziwa bwino izi, zoperekedwa kwanuko, zoperekedwa: Mwina mudamvapo za maphunziro apamwamba apaintaneti a makolo, UFULU (ndi code yofikira:Mtengo wa PURPLEBIN ku: www.inourplace.co.uk ) kwa anthu okhala m’dera lathu? The Solihull Approach (NHS) yayambitsa maphunziro ATSOPANO pa intaneti! Kodi ndimalowa bwanji? www.inourplace.co.uk Kodi nambala yake ndi chiyani? Ngati simunaigwiritse ntchito kale, nayi nambala yofikira pamaphunziro onse apaintaneti (olipidwa kwa okhala ku Liverpool): PURPLEBIN Ngati, monga makolo ambiri, mudagwiritsa ntchito kale code iyi, lowani muakaunti yanu Pano ndipo maphunzirowa akhala okonzeka padashboard yanu kuti ayambe nthawi iliyonse yomwe mwakonzeka. Kodi ndingauze achibale anga ndi anzanga? Mwamtheradi! Gawani nkhaniyi ndi mabanja ena m'dera lanu kuti nawonso agwiritse ntchito mwayi wosangalatsawu. Ndi nthawi yayitali bwanji? Pali ma module 7 omwe aliyense amatenga pafupifupi mphindi 5 kuti amalize ndipo adzapindula ndi nthawi yoti agayidwe pakati. Ngati mumakonda izi……mungakonde chokulirapo 'Kumvetsa mwana wanu ' or ' Kumvetsetsa mwana wanu ndi zofunikira zina ' , kapena maphunziro ena pamndandanda. www.inourplace.co.uk children centre privacy notice come2gether fold out leaflet Childrens Centre Home | Help and Advice | Family Activities | Splash Pool

Our aim is to encourage and inspire our families to support their child’s home learning. Through our Remote Learning Contingency Plan Mapulani Ophunzirira Akutali

Governor Learning Walk Makhalidwe a Kuphunzira Mwachangu Reflection Proforma Zomwe muyenera kuyang'ana pa EYFS Learning Walk.

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.

Parent carer information forms letters and what to expect. Tsamba la Makolo/Wosamalira Mafomu ndi chidziwitso KULAMBIRA FOMU YOTHANDIZA MACHITIDWE KUCHEDWA KWA NAZARA LAIBULALE YA CHISEWERERO NDI MABUKU ZOYENERA KUYEMBEKEZERA MU MASO Makalata kwa Makolo/Olera FOMU YOLENGEZA MAKOLO KODI MAKOLO PA EYFS KABUKU ZOPHUNZIRA ZA MAKOLO 3-5 ZOPEZA ZOVALA UNIFORM PRICE LIST TOILET TRAINING Makolo Ndemanga za Sukulu yathu ya Namwino Jacob amadzimva kukhala otetezeka, othandizidwa komanso okondedwa ku nazale, kupeza maphunziro a maola makumi atatu kwamupangitsa kuti azikhala ndi nthawi yochulukirapo yofufuza ndi kuphunzira ndi anzawo. Sukuluyi imapereka malo abwino kwambiri oti ana aphunzire, kuzindikira ndi kusangalala ndi maphunziro aubwana. Timamva kuti tili ndi mwayi monga makolo kuti Jacob akusamalidwa bwino kwambiri, fayilo yake ya Family Worker yatithandiza kumvetsetsa zomwe akupita patsogolo ndi zolinga zake '. -Eliza Willis - Kholo la Jacob Willis Bea wapita patsogolo kwambiri pamakhalidwe komanso maphunziro. Chidaliro chake ndi chapamwamba kwambiri ndipo sitikanatha kumupatsa muyezo wapamwamba chotere. Sitikadapempha moyo wabwinoko kwa msungwana wathu wamng'ono. Bea amakonda malo akunja, ichi ndi chimodzi mwa zifukwa zambiri zomwe tidasankhira Nursery School iyi. -Sam McKenna Kholo la Bea McKenna Heidi amakonda kubwera ku nazale ndipo sindingathe kuthokoza ogwira ntchito mokwanira chifukwa cha kudzipereka kwawo, thandizo lawo komanso khama lawo kuti atsimikizire kuti Heidi akupita patsogolo m'maphunziro ake onse. Zomwe amakumana nazo ku nazale ndizabwino kwambiri ndipo kulumikizana pakati panyumba ndi Sukulu ndikwabwino. Zikomo! -Francine McArdle Kholo la Heidi Hughes Ruby nthawi zonse anali wotopa kwambiri komanso wamanyazi pozungulira anthu atsopano, chizoloŵezi cha sukulu ndi chikhalidwe chabwino chapangitsa kuti Ruby adziyese kukhala wodzidalira. Kuchuluka kwa khama lomwe aphunzitsi amapitako kuti akonzekeretse ntchito zosangalatsa, zopanga komanso zongoyerekeza sikunadziwike. Ruby amandiuza kuti amakonda kusewera panja, monga kholo ndimamva kuti malo akunja ndi odabwitsa. Ineyo ndi bambo ake a Ruby tasangalala kwambiri kuwerenga nkhani komanso kuona zithunzi za Ruby akusangalala kwambiri! - Courtney Needham - Kholo la Ruby Needham Enzo wapindula kwambiri ndi maphunziro a maola makumi atatu. Chilankhulo chake chakula kwambiri chaka chino, tsopano amalankhula Chingerezi bwino kuposa ife, amakonza zolakwa zathu nthawi zina. Enzo amakonda chizolowezi cha kusukulu ndipo amayamba tsiku ndi Massage. Kulankhulana ndi aphunzitsi ake a m'kalasi komanso wogwira ntchito m'banja ndikwabwino, nthawi zonse ndimakhulupirira kuti Enzo akusangalala ndi sukulu ndipo chilichonse chimene chingamudetse angachidziwitse mwamsanga. -Maria Siqueira - Makolo a Enzo Siqueira

EYSH Blogs Lost words Mu Harmony 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

Menyu NEW MENUS for 2nd June 2025-18th July 2025 ).pdf

Mafomu Ofunsira Takulandilani patsamba lathu la Mafomu Ofunsira. nursery application form parent declaration form privacy notice

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