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Our staff team works together with families and the community to provide the best possible learning, health and well-being outcomes for children. Family Hubs Home | Help and Advice | Family Activities | Splash Pool ਮਦਦ ਅਤੇ ਸਲਾਹ ਇੱਕ ਸੇਵਾ ਦੇ ਰੂਪ ਵਿੱਚ ਅਸੀਂ ਇਹ ਯਕੀਨੀ ਬਣਾਉਣਾ ਚਾਹੁੰਦੇ ਹਾਂ ਕਿ ਤੁਸੀਂ ਇਸ ਸ਼ਾਨਦਾਰ, ਸਥਾਨਕ ਤੌਰ 'ਤੇ ਸਪਾਂਸਰਡ, ਪੇਸ਼ਕਸ਼ ਤੋਂ ਜਾਣੂ ਹੋ: ਹੋ ਸਕਦਾ ਹੈ ਕਿ ਤੁਸੀਂ ਮਾਪਿਆਂ ਲਈ ਸ਼ਾਨਦਾਰ ਔਨਲਾਈਨ ਕੋਰਸਾਂ ਬਾਰੇ ਸੁਣਿਆ ਹੋਵੇ, ਮੁਫ਼ਤ (ਐਕਸੈਸ ਕੋਡ ਦੇ ਨਾਲ:ਪਰਪਲਬਿਨ at: www.inourplace.co.uk ) ਸਾਡੇ ਖੇਤਰ ਦੇ ਨਿਵਾਸੀਆਂ ਲਈ? ਸੋਲੀਹੁਲ ਅਪ੍ਰੋਚ (NHS) ਨੇ ਇੱਕ ਨਵਾਂ ਔਨਲਾਈਨ ਕੋਰਸ ਸ਼ੁਰੂ ਕੀਤਾ ਹੈ! ਮੈਂ ਕਿਵੇਂ ਪਹੁੰਚ ਕਰਾਂ? www.inourplace.co.uk ਕੋਡ ਕੀ ਹੈ? ਜੇਕਰ ਤੁਸੀਂ ਪਹਿਲਾਂ ਹੀ ਇਸਦੀ ਵਰਤੋਂ ਨਹੀਂ ਕੀਤੀ ਹੈ ਤਾਂ ਇੱਥੇ ਸਾਰੇ ਔਨਲਾਈਨ ਕੋਰਸਾਂ (ਲਿਵਰਪੂਲ ਦੇ ਨਿਵਾਸੀਆਂ ਲਈ ਫੰਡ) ਲਈ ਐਕਸੈਸ ਕੋਡ ਹੈ: ਪਰਪਲਬਿਨ ਜੇਕਰ, ਬਹੁਤ ਸਾਰੇ ਮਾਪਿਆਂ ਵਾਂਗ, ਤੁਸੀਂ ਪਹਿਲਾਂ ਹੀ ਇਸ ਕੋਡ ਦੀ ਵਰਤੋਂ ਕਰ ਚੁੱਕੇ ਹੋ, ਤਾਂ ਆਪਣੇ ਖਾਤੇ ਵਿੱਚ ਲੌਗਇਨ ਕਰੋ।ਇਥੇ ਅਤੇ ਇਹ ਕੋਰਸ ਤੁਹਾਡੇ ਡੈਸ਼ਬੋਰਡ ਵਿੱਚ ਸ਼ੁਰੂ ਹੋਣ ਲਈ ਤਿਆਰ ਹੋਵੇਗਾ ਜਦੋਂ ਵੀ ਤੁਸੀਂ ਤਿਆਰ ਹੋਵੋ। ਕੀ ਮੈਂ ਆਪਣੇ ਪਰਿਵਾਰ ਅਤੇ ਦੋਸਤਾਂ ਨੂੰ ਦੱਸ ਸਕਦਾ ਹਾਂ? ਬਿਲਕੁਲ! ਇਲਾਕੇ ਦੇ ਹੋਰ ਪਰਿਵਾਰਾਂ ਨਾਲ ਵੀ ਇਹ ਖਬਰ ਸਾਂਝੀ ਕਰੋ ਤਾਂ ਜੋ ਉਹ ਵੀ ਇਸ ਸ਼ਾਨਦਾਰ ਮੌਕੇ ਦਾ ਲਾਭ ਉਠਾ ਸਕਣ। ਇਹ ਕਿੰਨਾ ਚਿਰ ਹੈ? ਇੱਥੇ 7 ਮੌਡਿਊਲ ਹਨ ਜਿਨ੍ਹਾਂ ਨੂੰ ਪੂਰਾ ਕਰਨ ਵਿੱਚ ਲਗਭਗ 5 ਮਿੰਟ ਲੱਗਦੇ ਹਨ ਅਤੇ ਇਸ ਦੇ ਵਿਚਕਾਰ ਹਜ਼ਮ ਕਰਨ ਲਈ ਸਮੇਂ ਦਾ ਲਾਭ ਹੋਵੇਗਾ। ਜੇ ਤੁਸੀਂ ਇਹ ਪਸੰਦ ਕਰਦੇ ਹੋ…… ਤੁਹਾਨੂੰ ਵੱਡਾ ਪਸੰਦ ਆ ਸਕਦਾ ਹੈ'ਆਪਣੇ ਬੱਚੇ ਨੂੰ ਸਮਝਣਾ ' or ' ਵਾਧੂ ਲੋੜਾਂ ਵਾਲੇ ਆਪਣੇ ਬੱਚੇ ਨੂੰ ਸਮਝਣਾ ' , ਜਾਂ ਲੜੀ ਦੇ ਹੋਰ ਕੋਰਸ। www.inourplace.co.uk Children Centre privacy notice come2gether fold out leaflet latest Family Hubs Home | Help and Advice | Family Activities | Splash Pool

Liverpool City Region and Beyond Early Years Stronger Practice Hub Hub Home Events Newsletters Blogs Programmes Documents Subscribe Childminders Recruitment CONCEPT CAT By Alex Gower-Jones. Dr Diane Boyd talks to Tracie Dowling about the role of the Strategic Childminder Lead at Liverpool City Region and Beyond Stronger Practice Hub Strategic Role Are you looking to spend your Early Years Pupil Premium strategically? See our Resource 'Maximising the Impact of Pupil Premium in the Early Years' Reddish Vale Nursery School Blog Becoming physical development champions and beyond…. Let’s talk about books: A case study on interactive reading By Alex Gower-Jones. The benefits of outdoor play How childminders use outdoor spaces to enhance children’s learning outcomes. By Tracie Dowling. Exploring Understanding the world By Michelle Bennett. A Reflective Conversation By Emma Louise Scott, Maria Edge and Dr Diane Boyd The Garden Classroom ENGAGING GROWTH WITH ‘THE GARDEN CLASSROOM’ By Tracie Dowling Lost Words ‘Lost words’ reflected through the three pillars of sustainability and the SDGs. By Diane Boyd NELI Preschool programme Craig Bolton, Headteacher at East Prescot Road Nursery School, Liverpool, introduces the NELI Preschool programme. East Prescot Road Nursery School is a partner of the Stronger Practice Hub. Supporting self-regulation in the early years By Amanda Quirk Childminder Case Study By Julie Ellis Deysbrook Childminding Network By Tracie Dowling Autumn the time of apples and apple Juice! By Dr Diane Boyd Sharing gifted resource bags Childminding Network Video blogs 1. Everton Nursery Teacher Kate Doyle and Dr Diane Boyd present The Authentic development of a Sensory Garden through the 17 SDGs 2. Dr Diane Boyd talks to Everton Nursery School teacher Kate Doyle about Homelessness young peoples awareness and understanding of others 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. ਧੁਨੀ ਵਿਗਿਆਨ ਦੀ ਸਿੱਖਿਆ ਅਤੇ ਸਿੱਖਣ ਲਈ ਸਾਡੀ ਪਹੁੰਚ ਐਵਰਟਨ ਨਰਸਰੀ ਸਕੂਲ ਵਿਖੇ ਐਵਰਟਨ ਨਰਸਰੀ ਸਕੂਲ ਵਿੱਚ, ਅਸੀਂ ਬੱਚਿਆਂ ਨੂੰ ਉਹਨਾਂ ਦੀ ਸਿਖਲਾਈ ਵਿੱਚ ਸ਼ਾਮਲ ਕਰਦੇ ਹਾਂ ਉਹਨਾਂ ਦੇ ਹਿੱਤਾਂ ਦੁਆਰਾ. ਅਧਿਆਪਕ ਇਹਨਾਂ ਰੁਚੀਆਂ ਦੀ ਵਰਤੋਂ ਯੋਜਨਾ ਬਣਾਉਣ ਲਈ ਕਰਦੇ ਹਨ ਸਰਗਰਮ ਅਤੇ ਰਚਨਾਤਮਕ ਸਿੱਖਣ ਦੇ ਤਜ਼ਰਬੇ ਜੋ ਬੱਚਿਆਂ ਦਾ ਵਿਕਾਸ ਕਰਦੇ ਹਨ ਸੁਣਨ ਅਤੇ ਧਿਆਨ ਦੇਣ ਦੇ ਹੁਨਰ। ਅਧਿਆਪਕ ਅਧਿਆਪਨ ਅਤੇ ਸਿੱਖਣ ਨੂੰ ਅੰਡਰਪਿਨ ਕਰਨ ਲਈ 'ਲਿਟਲ ਵੈਂਡਲ ਲੈਟਰਸ ਐਂਡ ਸਾਊਂਡਸ ਰਿਵਾਈਜ਼ਡ' ਤੋਂ ਮਾਰਗਦਰਸ਼ਨ ਦੀ ਵਰਤੋਂ ਕਰਦੇ ਹਨ। ਅਧਿਆਪਕ ਸਾਰੇ ਬੱਚਿਆਂ ਲਈ ਬਾਲ-ਅਗਵਾਈ ਅਤੇ ਬਾਲਗ-ਅਗਵਾਈ ਵਾਲੇ ਅਨੁਭਵਾਂ ਦਾ ਸੰਤੁਲਨ ਪ੍ਰਦਾਨ ਕਰਦੇ ਹਨ ਜੋ 'ਸੰਚਾਰ ਅਤੇ ਭਾਸ਼ਾ' ਅਤੇ 'ਸਾਖਰਤਾ' ਲਈ ਪਾਠਕ੍ਰਮ ਦੀਆਂ ਉਮੀਦਾਂ ਨੂੰ ਪੂਰਾ ਕਰਦੇ ਹਨ। ਇਹਨਾਂ ਰੋਜ਼ਾਨਾ ਅਨੁਭਵਾਂ ਵਿੱਚ ਸ਼ਾਮਲ ਹਨ: · _CC78190555555555555555555555555555558D_ 136BAN5CF558d_ 136b78190558d_36b7819055555555555555555555555555555555555555555555555556555555555555555555555555555555555- 136b 76565558d_36b781955555555555555555555555555555555555- 136.c78195558D_ _ bb3b-136bad5cf58d_ · Learning a range of nursery rhymes and action rhymes_cc781905-5cde-3194 -bb3b-136bad5cf58d_ · _CC781905555565555555555558D_ 136b 76558D_ 136BAN5CF58D_ 136BAN5CF558D_ 136b781958d_ 136b7819058d_ _ ਸੀ. -5cde-3194-bb3b-136bad5cf58d_ Regysc78190555555555555555555555555555556558D- 136BAN5CF58D_ 136BAN5CF58D_ 136BAN5CF558D_ 136BAN5CF558D_ 136BAN5CF558D_ 136BAN5CF558D_ 136BAN5CF558D_ 136b7819558D_ 136BAN5CF558D_ 136b7819558D_ 136BAN5CF558D_ 136BAN5CF558D_ 136BAN5CF558D_ 136b7819558D_ 136b7819558D_ 136BAN5CF558D_ 136b7819558D_1005 ਸੀ ਉਹਨਾਂ ਬੱਚਿਆਂ ਲਈ ਜੋ ਆਵਾਜ਼ਾਂ ਨੂੰ ਜੋੜਨ ਵਿੱਚ ਵਧੇਰੇ ਵਿਸ਼ਵਾਸ ਰੱਖਦੇ ਹਨ ਅੱਖਰਾਂ ਨੂੰ ਅਤੇ ਜੋ ਪੜ੍ਹਨ ਦੇ ਸ਼ੁਰੂਆਤੀ ਪੜਾਅ 'ਤੇ ਹਨ, ਦੀ ਜਾਣ-ਪਛਾਣ ਦੁਆਰਾ ਅਸੀਂ ਉਹਨਾਂ ਦੇ ਸਿੱਖਣ ਨੂੰ ਚੁਣੌਤੀ ਦਿੰਦੇ ਹਾਂ ਵੱਧ ਉਮਰ ਅਤੇ ਪੜਾਅ ਦੇ ਉਚਿਤ ਸਿੱਖਣ ਦੇ ਮੌਕੇ ਅੰਦਰ ਅਤੇ ਬਾਹਰ ਦੋਨੋ. ਅਸੀਂ ਪੜ੍ਹਦੇ ਹਾਂ ਅਤੇ ਇੱਕ ਵਿਆਪਕ ਸਾਂਝਾ ਕਰਦੇ ਹਾਂ ਬੱਚਿਆਂ ਦੇ ਨਾਲ ਕਿਤਾਬਾਂ ਦੀ ਰੇਂਜ ਜੋ ਦੋਵਾਂ 'ਤੇ ਕੇਂਦ੍ਰਿਤ ਹੈ ਗਲਪ ਅਤੇ ਗੈਰ-ਗਲਪ ਪਾਠ। ਅਸੀਂ ਬੱਚਿਆਂ ਨੂੰ ਚੁਣੌਤੀ ਦਿੰਦੇ ਹਾਂ ਜਾਣ-ਪਛਾਣ ਦੁਆਰਾ ਧੁਨੀਆਤਮਕ ਗਿਆਨ ਅਤੇ ਵੱਖ-ਵੱਖ ਲਿਖਣ ਸ਼ੈਲੀਆਂ ਦੀ ਸ਼ਮੂਲੀਅਤ ਤਾਂ ਜੋ ਬੱਚੇ ਅੱਖਰਾਂ, ਆਵਾਜ਼ਾਂ, ਸ਼ਬਦਾਂ, ਟੈਕਸਟ ਅਤੇ ਜਾਣਕਾਰੀ ਦੀ ਡੂੰਘੀ ਅਤੇ ਸੁਰੱਖਿਅਤ ਸਮਝ ਪ੍ਰਾਪਤ ਕਰੋ। ਨਰਸਰੀ ਸਕੂਲ ਦੀਆਂ ਕਲਾਸਾਂ ਵਿੱਚ ਬੱਚੇ ਰੋਜ਼ਾਨਾ 'ਅਧਿਆਪਕ ਦੀ ਅਗਵਾਈ ਵਾਲੇ ਸੈਸ਼ਨਾਂ' ਵਿੱਚ ਸ਼ਾਮਲ ਹੁੰਦੇ ਹਨ ਜਿਸ ਰਾਹੀਂ ਤਾਲ ਅਤੇ ਤੁਕਾਂਤ ਵਰਗੀਆਂ ਧਾਰਨਾਵਾਂ ਨੂੰ ਅੱਗੇ ਵਿਕਸਤ ਕੀਤਾ ਜਾਂਦਾ ਹੈ। ਅੰਦਰੂਨੀ ਅਤੇ ਬਾਹਰੀ ਸਿੱਖਣ ਦੇ ਮਾਹੌਲ ਦੌਰਾਨ, ਬੱਚਿਆਂ ਕੋਲ ਅੱਖਰਾਂ ਦੇ ਆਪਣੇ ਗਿਆਨ ਅਤੇ ਬਦਲੇ ਵਿੱਚ, ਉਹਨਾਂ ਦੀਆਂ ਆਵਾਜ਼ਾਂ ਨੂੰ ਲਗਾਤਾਰ ਵਿਕਸਿਤ ਕਰਨ ਲਈ ਉੱਚ-ਗੁਣਵੱਤਾ ਵਾਲੇ ਸਰੋਤਾਂ ਦੀ ਇੱਕ ਸ਼੍ਰੇਣੀ ਦੀ ਖੋਜ ਕਰਨ ਦਾ ਮੌਕਾ ਹੁੰਦਾ ਹੈ। ਸਾਈਟ 'ਤੇ ਫਿਲਹਾਰਮੋਨਿਕ ਸੰਗੀਤਕਾਰਾਂ ਨਾਲ 'ਇਨ ਹਾਰਮੋਨੀ' ਅਤੇ 'ਟਿਊਨਿੰਗ ਇਨ' ਅਤੇ ਨਰਸਰੀ ਸਟਾਫ ਦੇ ਨਾਲ ਸੰਗੀਤ ਅਤੇ ਅੰਦੋਲਨ ਵਰਗੇ ਅਨੁਭਵ ਵੀ ਬੱਚਿਆਂ ਦੀ ਆਵਾਜ਼ਾਂ ਨੂੰ ਟਿਊਨ ਕਰਨ ਦੀ ਯੋਗਤਾ ਦਾ ਸਮਰਥਨ ਕਰਦੇ ਹਨ। ਬੱਚੇ ਨਰਸਰੀ ਰਾਈਮਜ਼ ਅਤੇ ਐਕਸ਼ਨ ਰਾਈਮਜ਼ ਦੇ ਇੱਕ ਅਮੀਰ ਭੰਡਾਰ ਦਾ ਅਨੁਭਵ ਕਰਦੇ ਹਨ ਜਿਸ ਵਿੱਚ ਬਹੁ-ਸੰਵੇਦੀ ਅਨੁਭਵ ਸ਼ਾਮਲ ਹੁੰਦੇ ਹਨ, ਜਿਵੇਂ ਕਿ ਐਕਸ਼ਨ ਰਾਈਮਜ਼ ਜਿਸ ਵਿੱਚ ਬੱਚਿਆਂ ਨੂੰ ਤਾੜੀਆਂ, ਗੋਡਿਆਂ ਦੇ ਪੈਟ ਜਾਂ ਪੈਰਾਂ ਦੀ ਮੋਹਰ ਲਗਾਉਣੀ ਹੁੰਦੀ ਹੈ, ਜਾਂ ਕਿਸੇ ਖਾਸ ਤਰੀਕੇ ਨਾਲ ਅੱਗੇ ਵਧਣਾ ਹੁੰਦਾ ਹੈ।_cc781905-5cde-3194-bb3b -136bad5cf58d_ ਲਿਟਲ ਵੈਂਡਲ ਲੈਟਰਸ ਅਤੇ ਸਾਊਂਡ ਬਾਰੇ ਵਧੇਰੇ ਜਾਣਕਾਰੀ ਲਈ ਕਿਰਪਾ ਕਰਕੇ ਇੱਥੇ ਜਾਉ: https://www.littlewandlelettersandsounds.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

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. ਪਾਲਣ ਪੋਸ਼ਣ ਲਈ ਕੇਂਦਰ Center for Nurture ਪੰਨੇ 'ਤੇ ਤੁਹਾਡਾ ਸੁਆਗਤ ਹੈ। ਕਿਰਪਾ ਕਰਕੇ ਤੁਹਾਡੇ ਬੱਚੇ ਦੇ ਨਾਲ ਘਰ ਵਿੱਚ ਹੁੰਦੇ ਹੋਏ ਐਕਸੈਸ ਕਰਨ ਲਈ ਗਤੀਵਿਧੀਆਂ ਦੀ ਇੱਕ ਸੀਮਾ ਹੇਠਾਂ ਦੇਖੋ। this page. ਜੇਕਰ ਤੁਹਾਡੇ ਕੋਲ 4-7 ਸਾਲ ਦੇ ਬੱਚਿਆਂ ਲਈ ਘਰੇਲੂ ਸਿਖਲਾਈ ਦੀਆਂ ਗਤੀਵਿਧੀਆਂ ਲਈ ਕੋਈ ਸੁਝਾਅ ਹਨ ਤਾਂ ਕਿਰਪਾ ਕਰਕੇ ਈਮੇਲ ਕਰੋevertonnsfc@evertoncentre.liverpool.sch.uk ਸਰੋਤ ਕਹਾਣੀਆਂ ਸਾਡੇ ਯੂਟਿਊਬ ਚੈਨਲ 'ਤੇ ਸਾਡੇ You Tube ਚੈਨਲ 'ਤੇ ਸਟਾਫ ਤੋਂ ਕਹਾਣੀਆਂ। 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.

EYSH Blogs ਸੰਜੋਗ ਵਿਚ ਹਾਰਮਨੀ ਵਿੱਚ ਲਿਵਰਪੂਲ ਵੈਨੇਜ਼ੁਏਲਾ ਦੇ ਐਲ ਸਿਸਟੇਮਾ ਤੋਂ ਪ੍ਰੇਰਿਤ ਹੈ ਅਤੇ ਐਵਰਟਨ ਵਿੱਚ ਬੱਚਿਆਂ ਅਤੇ ਨੌਜਵਾਨਾਂ ਦੀ ਸਿਹਤ, ਸਿੱਖਿਆ ਅਤੇ ਇੱਛਾਵਾਂ ਨੂੰ ਬਿਹਤਰ ਬਣਾਉਣ ਲਈ ਆਰਕੈਸਟਰਾ ਸੰਗੀਤ-ਮੇਕਿੰਗ ਦੀ ਵਰਤੋਂ ਕਰਦਾ ਹੈ। 84 ਬੱਚਿਆਂ ਦੇ ਨਾਲ ਫੇਥ ਪ੍ਰਾਇਮਰੀ ਸਕੂਲ ਵਿੱਚ 2009 ਵਿੱਚ ਸਥਾਪਿਤ, ਹਾਰਮੋਨੀ ਲਿਵਰਪੂਲ ਵਿੱਚ ਇਸ ਲਈ ਵਿਸਤਾਰ ਕੀਤਾ ਗਿਆ ਹੈ ਕਿ 0-18 ਸਾਲ ਦੀ ਉਮਰ ਦੇ 700 ਤੋਂ ਵੱਧ ਬੱਚੇ ਅਤੇ ਨੌਜਵਾਨ ਅਤੇ ਉਨ੍ਹਾਂ ਦੇ ਪਰਿਵਾਰ ਹੁਣ ਹਰ ਹਫ਼ਤੇ ਮੁਫ਼ਤ ਵਿੱਚ ਉੱਚ ਗੁਣਵੱਤਾ ਵਾਲੇ ਆਰਕੈਸਟਰਾ ਸੰਗੀਤ-ਮੇਕਿੰਗ ਵਿੱਚ ਹਿੱਸਾ ਲੈਂਦੇ ਹਨ, ਸਕੂਲ ਦੇ ਅੰਦਰ ਅਤੇ ਬਾਹਰ। ਸੰਗੀਤ ਮੇਕਿੰਗ ਫੇਥ ਪ੍ਰਾਇਮਰੀ ਸਕੂਲ, ਦ ਬੀਕਨ ਸੀਈ ਪ੍ਰਾਇਮਰੀ ਸਕੂਲ, ਏਵਰਟਨ ਨਰਸਰੀ ਸਕੂਲ ਅਤੇ ਫੈਮਲੀ ਸੈਂਟਰ, ਆਲ ਸੇਂਟਸ ਕੈਥੋਲਿਕ ਪ੍ਰਾਇਮਰੀ ਸਕੂਲ, ਐਨਫੀਲਡ ਚਿਲਡਰਨ ਸੈਂਟਰ ਅਤੇ ਫ੍ਰਾਈਰੀ ਵਿਖੇ ਲਿਵਰਪੂਲ ਫਿਲਹਾਰਮੋਨਿਕ ਵਿਖੇ, ਵੈਸਟ ਏਵਰਟਨ ਵਿੱਚ ਸਾਡੇ ਰਿਹਰਸਲ ਕੇਂਦਰ ਵਿੱਚ ਹੁੰਦੀ ਹੈ।_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 Newsletters Blogs Programmes Documents Subscribe Childminders Recruitment Literacy Blog, written for Childminders By June Cargill (Childminder) As an Ofsted Registered Childminder with 29 years of experience in the Early Years Sector I know we are unique, being flexible for parents, with a development rich opportunity to offer life experiences and activities in readiness for children to attend school and become adults. Experiences in the first years of a child’s life are crucial and it is an honour to have that in our hands every day, nurturing, caring and sparking children’s imagination, interests and passions…… seeing them flourish and grow is a privilege to behold and we should, quite rightly feel proud. I also appreciate that working with the under-fives can sometimes be intuitive. We know what stages children should be at their expected development ages and that the diversity rich activities and experiences we give children encourage future skills for their next steps. Understanding in depth why we do what we do can be crucial to be able to reflect and review on our own setting as well as working with parents when we identify possible challenges and development delays. Our ongoing personal development is key to broaden our understanding of children’s development, learn new key findings from research undertaken for the early years and broaden our depth of understanding on children’s learning outcomes. There is an absolute wealth of evidence based information, videos, case studies and examples for best practice available you can read at your own pace, but did you know that researching, investigating and using the Education Endowment Foundation EEF Evidence Store shows that you are reflecting on your setting so make sure you add these to your personal development record. What does the evidence say? The Early Years Foundation Stage Framework Early years foundation stage (EYFS) statutory framework - GOV.UK refers to The Development Matters document, a non-statutory curriculum guidance…… ”It is crucial for children to develop a life-long love of reading. Reading consists of two dimensions: language comprehension and word reading. Language comprehension (necessary for both reading and writing) starts from birth. It only develops when adults talk with children about the world around them and the books (stories and non-fiction) they read with them, and enjoy rhymes, poems and songs together. Skilled word reading, taught later, involves both the speedy working out of the pronunciation of unfamiliar printed words (decoding) and the speedy recognition of familiar printed words. Writing involves transcription (spelling and handwriting) and composition (articulating ideas and structuring them in speech, before writing)” Development Matters - Non-statutory curriculum guidance for the early years foundation stage The Education Endowment Foundation Evidence Store also highlights the definition of Early Literacy Early Years | EEF “Literacy describes a range of complex skills. It includes the word-level skills of both word reading and spelling and the text-level skills of reading comprehension and writing composition. The overall aim of these skills is for an author to effectively communicate their message and for a reader to understand it. These literacy skills (word reading, spelling, reading comprehension, and writing composition) rely, to some extent, on the same underlying processes and are therefore linked. Learning to be a reader and writer relies on three broad underlying skills or areas of learning: speech, language, and communication skills; physical development, particularly fine motor skills; and executive function skills, including working memory and speed of retrieval from memory. The extent to which these processes are involved differs between aspects of reading and writing and at different points during literacy development. Educators working with early years children play a pivotal role in laying the foundations for literacy by facilitating the development of the skills above, helping children learn how to engage these processes so they work together and, in the latter part of the early years phase, teaching knowledge specifically for literacy (for example, letter-sounds and features of books). EEF | Early Literacy Approaches that support communication and language are fundamental to supporting children’s early literacy. Children with language weaknesses may need more support with such skills to facilitate their literacy learning. Children with language weaknesses include those with a language impairment and may include children with English as an additional language or those from lower income families. Educators should use their own professional judgement and seek additional guidance when applying early literacy approaches to these groups of children. These approaches that the Evidence Store referred to are as follows; I have added examples from my own practice to help unpick what may be unfamiliar words or reference: 1. Interactive reading: actions within the context of shared reading that encourage children to become an active participant in ‘reading’ the book; “Seeing children who are eager lead their own story time, we must recognise this is such an important part of their development. Seeing proof that our story times are fun, interactive and having an impact on their love of books is so rewarding. Having books accessible to children as a continuous provision and making “quiet areas” so children can take the opportunity to sit and look through books is an essential part of any setting. Try and identify a favourite book that children return to which can then assist planning for children’s next steps in Literacy and other development areas” 2. Teaching sound discrimination: supporting children to identify sounds and notice similarities and differences between individual sounds and groups of sounds; “My minded children love interactive sessions when we explore sounds, from their first letter of their name to practice pronunciation or rhyming words that extend their vocabulary but can end up made up words eg Bee, Me, Pee, Fee or Honey, Funny, Punny, Tunny. Satisfaction knowing you can not only extend children’s word knowledge but hear evidence when children giggle at words they understand are not real”. 3. Teaching sound manipulation: supporting children to break down, combine, and change sounds; Again like sounds, using rhyming word string is helpful and I enjoy using clapping to help identify syllables not only during adult let activities but throughout the day to help them “decode” words but I have found the children enjoy this approach and are eager participants. Children love the fact that I only get one clap for my name! Not only will you extend and introduce words like Rhinoceros, Hippopotamus and Tyrannosaurus instead of Rhino, Hippo or TRex but the opportunities to explore syllables are limitless. 4. Teaching sound-letter mapping: learning the written letters (graphemes) that go with particular letter-sounds (phonemes); “This is difficult to map the impact with mapping as evidence shows that children must have a good understanding of sound discrimination and manipulation but in my experience word labels, a self -registration board, name tags and resource labels are an important part of my setting. I can reflect that children that then move to pre-school can all recognise their printed name and are good at recognising printed words in their community 5. Teaching mark-making and letter formation: adults support children to use tools to make marks that represent their thoughts and ideas: “Communication, Language and Physical Development play a huge role in mark making, letter formation and Interactive writing. We all know that a young child who is unable to use palmar, tripod grip or with limited gross movements effectively can impact on all areas of Literacy in their future development. 6. Teaching sound-letter mapping: learning the written letters (graphemes) that go with particular letter-sounds (phonemes); “This is difficult to map the impact with mapping as evidence shows that children must have a good understanding of sound discrimination and manipulation but in my experience word labels, a self -registration board, name tags and resource labels are an important part of my setting. I can reflect that children that then move to pre-school can all recognise their printed name and are good at recognising printed words in their community What can we do? Given literacy’s reliance on other areas of learning, practitioners should be aware of a child’s development in all areas of the Early Years Foundation Stage (EYFS) essential to Early Literacy. We recognise that most of a child’s learning is in their home, we support and observe their development so working with parents is a major part of our role. Difficult conversations can take place when we identify a possible delay and parents do not agree or may be reluctant to see an issue. This can be difficult if as practitioners, we refer to development delays in a negative way. To inform parents that their child cannot use palmar grip effectively to hold a crayon in mark making, use one handed tools in play or mealtimes can counterproductive for their support at home. Negative communication with parents can be detrimental to parents understanding. Instead of stating what a child cannot do something use positive communication, saying that you are concentrating on palmar grip in all areas of play, independence and for meal times explaining, in turn this will develop the child’s ability to use one handed tools effectively, which in turn give them the hand strength abilities to start using mark making and writing skills…. helping parents see the goal you are supporting their child for. Offering suggestions for activities for example nursery rhyme bags, story sacks and books, suggest practical examples how parents can correct or encourage for example how the child holds a spoon and turn pages in a book. Send photographs during the day to see the activities first hand, offer information sheets or resources to borrow. Childminders are unique in knowing not only our children but their families too and can draw on this knowledge to adapt our strategy for home learning support. We know our families and in March 2025 the Government published “18% of children in working families were in low income” Households Below Average Income: an analysis of the UK income distribution: FYE 1995 to FYE 2024 - GOV.UK Knowing our families so well we can understand that buying resources and books could be difficult as well as finding “free” time outside of their working days so by way of sharing resources and ideas as well as embedding an Early Literacy rich environment in our setting is crucial. We also need to be aware of our community and the impact that can have on our minded children from English as an additional language, Areas of Deprivation, poverty and local areas of learning from parks, museums, places of interest and their accessibility for your minded children. I have added some further reading, evidence based practical information and Personal Development suggestions I hope you find useful and remember, log on your personal development 😊 References Early Years Foundation Stage Framework for Childminders EYFS statutory framework for childminders Development Matters Development Matters - Non-statutory curriculum guidance for the early years foundation stage Government Help for Early Years Providers Help for early years providers : Areas of learning The Education Endowment Foundation Evidence Store Early Years | EEF https://educationendowmentfoundation.org.uk/early-years/evidence-store/early-literacy The Governments Free Early Years Child Development Training with 7 modules to access at your own pace Early years child development training : Home page Strategic Partners Stronger Practice Hub Privacy Notice

Liverpool City Region and Beyond Early Years Stronger Practice Hub Hub Home Events Newsletters Blogs Programmes Documents Subscribe Childminders Recruitment Maths Champions As part of NDNA's recruitment of settings for the Maths Champions programme, we are holding a number of information sessions. Led by our team of expert Early Years Advisors, these sessions will provide a comprehensive explanation of the programme, the eligibility criteria for settings to take part, and the commitment involved. There is also an opportunity for settings to ask direct questions to the Early Years Advisors, followed by clear instructions of next steps and how to sign up. Maths Champions Information Sessions - NDNA Strategic Partners Stronger Practice Hub Privacy Notice

Liverpool City Region and Beyond Early Years Stronger Practice Hub Hub Home Events Newsletters Blogs Programmes Documents Subscribe Childminders Recruitment ‘Lost words’ reflected through the three pillars of sustainability and the SDGs. By Diane Boyd As early years practitioners we recognise the importance of our role in supporting children’s oral skills through holistic development. Influential research by Hart and Risley (1992,1995) stated that early year’s children living in poorer disadvantaged situations experienced significantly less adult directed words than their higher socio-economic peers. The research implied there was a ‘30-million-word deficit’ for the lower socio-economic children by the time they were four. That is a lot of missing words! These crucial findings draw attention to the importance of what quality practitioners can do to support and narrow the gap for children through quality interactions and using their quality environments (SDG 4 Quality Education). So, how can we close the gap and support children’s communication skills? The Early Years Foundation Stage (EYFS DfE, 2024, p9) clearly states the importance of “back-and-forth interactions” as a necessary requirement for language and cognitive development in young children. Sameroff and Fiese (2000) suggest back-and-forth interactions are more important than the quantity of the vocabulary children are exposed to, because the bi-directional conversations shared together are closely entwined with Personal, Social and Emotional Development, a universal prime area (EYFS, DfE,2024). As practitioners we need to focus on ensuring all children have opportunities to encounter through modelling and scaffolding, complex language input with a high level of longer, richer sentences (Rowe, 2008). This aligns with the Education Endowment Foundation – Communication and Language toolkit, which reminds practitioners to support and model effective linguistic aspects of communication. However, reflecting on pedagogical interactions Margaret Donaldson (1978) says this must make ‘human sense’ to the children, suggesting the need to draw on the socio-cultural aspects of community too (SDG 11 Sustainable Cities and communities). Within the Specific Area Understanding the World (EYFS, DfE,2024, p11) practitioners are asked to guide “children to make sense of their physical world and their community.” Taking children out beyond the gates of your setting allows them to experience holistically their neighbourhood, and what makes sense to them. Every neighbourhood is different (think of smells in a city compared to a beach town!) but as the EYFS (DfE, 2024, p 11) states “the frequency and range of children’s personal experiences increases their knowledge and sense of the world around them”. One such example is walking with your children through the town daily or weekly, past the local shops and engaging in back-and-forth conversations, adding new vocabulary as they walk. Exchanging hellos and making conversation with shop keepers will help children to become familiar with new vocabulary that is seemingly being lost due to the overuse of supermarkets. In large supermarkets everything is there and available in one stop – just come in and buy! There are limited interactions, relationships and vocabulary shared. Sadly now, how many children know for instance, what a cobbler is and what their work comprises of, linking here to SDG 8 Decent Work and Economic Growth. By visiting in a natural organic way through a neighbourhood walk, children will become familiar with the shop keepers such as an optician, haberdasher, greengrocer, butcher, chemist, and baker (remember use this core language) that reside on their high street. When do children ever hear these occupational words now? So, it is imperative early years practitioners highlight these words before they become ‘lost’. Reinforce the words further through reading non-fiction books and revisit language associated with each profession, for example, Dylan the Shopkeeper by Guy Parker Rees. Set up your role play as different shops visited to consolidate language further. The new vocabulary can be extended to understand the produce they can purchase from the different shops, resonating with SDG 8, SDG 9, and SDG 11. The EYFS (DfE,2024) asks practitioners to build ‘positive relationships’, and this is a way of doing this through your locality. For example, in the greengrocer discuss the type of apple with the children and then taste test them. Granny Smith or Royal Gala which are sweet or bitter? Think of the lovely describing words or faces here! Other extension activities could include memory games- I went to the baker and I bought bread, a cake, some pastries; or I went to the butcher, and I bought some pork sausages, a bacon chop, some beef burgers; this consolidates the produce from each shop and the repetition aids the children’s cognition. After visiting the high street, the children could make their own big story book from each shop rather than buying books to support. This would be very effective as this supports children’s understanding of text - words and images together have meaning, that there is a beginning, middle and end in books which will make ‘human sense’ to them as this connects them to their community high street shops, and the satisfaction of knowing they wrote the book. Due to plastic credit cards being used in supermarkets there are other words that are now less frequently used in the terms of monetary currency. How often do children hear in purchasing back and forth conversations, or the words pennies and pounds being used? By highlighting during your neighbourhood walks not just the local shop keepers, their profession and produce sold, take the children into the shop, and model the use of real money. As the EEF Communication and Language states “settings should use a range of different approaches to developing communication and language skills.” It is important that children hear your “back-and-forth interactions” (EYFS, DfE,2024p, 9) with the shop keepers, as they are valuable conversations of both produce and currency together. The EEF (Early numeracy approaches) research shows that by utilising holistic pedagogy it has “a higher impact than when maths was delivered as a supplementary activity.” Through these conversations children will hear pennies, pounds, change and cost which they can replicate in role play back at your setting because this makes “human sense” (Donalson,1978) to them. Moving out into the locality and community children will have countless opportunities to use their 5 senses – hearing, smelling, tasting, seeing, and touching. By visiting local parks, gardens, or beaches regularly children will develop empathy and care for their environment. The emphasis is that you always use correct terminology with the children. For example, not the generic term ‘flower’ but daffodil or snow drop, and you encourage the children to observe the fauna but not pick them. There is a fabulous book called Lost Words by Robert MacFarlane and Jackie Morris (2021) which focuses again on disappearing words but this time in the natural world. The book states “all over the country, there are words disappearing from children's lives. These are the words of the natural world; Dandelion, Otter, Bramble, and Acorn, all gone. A wild landscape of imagination and play is rapidly fading from our children's minds. The Lost Words stands against the disappearance of wild childhood”. This book could be used as a follow up to walks or scientific observations in woodland. Crucially for the planet we need to ensure young children hear, use, and understand key words from nature. As the EEF- Early Literacy approaches state you must ensure that “your early literacy strategy is well-balanced and combines approaches that will support the development of skills, knowledge and understanding”. From a sustainable perspective we need to invest in our locality whether this is the high street or park or woodlands or coastline. If children develop a relationship with their community and locality then they will love the area, respect the area and care for the area. EEF- Early years evidence highlights “approaches for teaching early literacy should, therefore, be used in ways that build on approaches that support communication and language, which are fundamental to children’s literacy.” This resonates with the Specific Area Knowledge and Understanding which asks practitioners to “foster their understanding of our culturally, socially, technologically, and ecologically diverse world” EYFS (DfE,2024, p11). Extending and developing these ‘lost words’ of the high street and environment builds “important knowledge,” and “extends their familiarity with words that support understanding across domains” (EYFS, DfE, 2024, p11). Economic sustainability through regular opportunities to use and understand words associated with currency, socio-cultural sustainability through engaging and connecting with your local community high street shops and environmental sustainability with care and empathy because of a relationship with the natural world. This clearly demonstrates the interconnected and holistic approaches to both early childhood and sustainability. Strategic Partners Stronger Practice Hub Privacy Notice

Liverpool City Region and Beyond Early Years Stronger Practice Hub Hub Home Events Newsletters Blogs Programmes Documents Subscribe Childminders Recruitment The hub offers free advice, support and training to childminders across Liverpool City Region and Beyond. We are aiming to set up Peer to Peer Childminder Support and Play Sessions for Children. Please join our mailing list to be kept informed of future events and launches, newsletters and availability for training dates and drop-in sessions. If you would like to be involved or have suggestions, please let us know. Online Childminder Network which is the last Saturday morning 10a.m. – 11.30a.m. of every month: CHILDMINDER DROP IN Deysbrook Network: Everton Nursery School and Family Centre, Spencer Street, Liverpool, L6 2WF Held every Wednesday 9.30- 11.30am Hunts Cross Network: St Hilda’s Church Hall, Stuart Avenue, Hunts Cross L25 0NG Held every Wednesday 9.30-11.30am Kendal Network: Beck Community Centre, 20 Esthwaite Avenue, Kendal LA9 7NZ Held every Thursday 9.30 – 11.30am Bromborough Childminder Network: Bromborough Family Hub, Gratrix Road, Wirral CH62 7BW Held Thursdays 9.30 – 11.30 am What is a Childminder Drop In? The childminder drop-in sessions provide local childminders with an opportunity to access up to date information, recourses, face to face support, support from a member of the hub team and for childminders to share best practices. The group offers the children a multitude of benefits including enhanced social, emotional, and cognitive development, improved communication skills and opportunities to access larger play equipment to promote physical development. The facilities provide a safe space where childminders can organise events, celebrations and provide larger scale structured activities for the children which in turn supports transitions to school. Liverpool City Region and beyond Early Years Stronger Practice Hub Childminder Network Meetings Held every last Saturday of each month for Teams Link see the monthly newsletter. The aim of the Monthly meetings is to keep childminders up to date with local / national changes, information sharing, identify training needs and give general help and advice. Should you want to have anything specific added to the agenda please email the Stronger Practice Hub on sphubnw@evertoncentre.liverpool.sch.uk WELLCOMM BAGS If you are a Liverpool Childminder and wish to borrow a Wellcomm bag to use with your children, email the sph email as we can support you and loan a Wellcomm bag to you for a period of time. CHILDMINDER RESOURCE BAGS Calling all SPH Network Members….. FREE Resource bags coming soon, funded by the SPH this is a fantastic opportunity for Childminders. Each bag of carefully selected items will be a welcome addition to your setting which in turn supports your children’s development. Each resource bag is designed to be used individually, with a group of childminder colleagues and shared as a lending library. In the next few weeks you can apply for resources that cover Communication and Language, Early Maths and Story Comprehension including a selection of various quality Story Sacks. Also included will be Outdoor and Nature, Habitats and Musicical Instruments bags. Look out for the launch coming the end of April/early May depending on your location within Liverpool City Region and Beyond Early Years Stronger Practice Hub…. Literacy Blog, written for Childminders by June Cargill 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

ਆਫਸਟੇਡ ਰਿਪੋਰਟਾਂ ਐਵਰਟਨ ਨਰਸਰੀ ਸਕੂਲ ਅਤੇ ਫੈਮਿਲੀ ਸੈਂਟਰ ਦਾ 16 ਅਕਤੂਬਰ 2018 ਨੂੰ ਛੋਟੇ ਨਿਰੀਖਣ ਫਰੇਮਵਰਕ ਦੇ ਸੈਕਸ਼ਨ 8 ਦੇ ਤਹਿਤ HMI ਦੁਆਰਾ ਨਿਰੀਖਣ ਕੀਤਾ ਗਿਆ ਸੀ। ਓ.ਬੀ.ਈ. Click ਇਥੇ ਚਿੱਠੀ ਪੜ੍ਹਨ ਲਈ ਐਵਰਟਨ ਨਰਸਰੀ ਸਕੂਲ ਅਤੇ ਫੈਮਿਲੀ ਸੈਂਟਰ ਆਫਸਟਡ ਰਿਪੋਰਟ ਔਫਸਟੇਡ ਦੁਆਰਾ ਮਈ 2014 ਵਿੱਚ ਐਵਰਟਨ ਨਰਸਰੀ ਸਕੂਲ ਅਤੇ ਫੈਮਲੀ ਸੈਂਟਰ ਦਾ ਨਿਰੀਖਣ ਕੀਤਾ ਗਿਆ ਸੀ ਜਿਸ ਵਿੱਚ ਇੱਕ ਆਊਟਸਟੈਂਡਿੰਗ ਨਿਰਣਾ ਦਿੱਤਾ ਗਿਆ ਸੀ। Click ਇੱਥੇ ਰਿਪੋਰਟ ਪੜ੍ਹਨ ਲਈ. ਮਈ 2014 ਤੋਂ ਪਹਿਲਾਂ, ਮਈ 2011, ਮਈ 2008 ਅਤੇ ਮਈ 2004 ਵਿੱਚ ਵੀ ਐਵਰਟਨ ਨਰਸਰੀ ਸਕੂਲ ਅਤੇ ਫੈਮਿਲੀ ਸੈਂਟਰ ਦਾ ਨਿਰੀਖਣ ਕੀਤਾ ਜਾ ਚੁੱਕਾ ਹੈ। ਇਹਨਾਂ ਵਿੱਚੋਂ ਹਰੇਕ ਨਿਰੀਖਣ ਰਿਪੋਰਟ ਨੂੰ ਡਾਊਨਲੋਡ ਕਰਨ ਅਤੇ ਪੜ੍ਹਨ ਲਈ, ਕਿਰਪਾ ਕਰਕੇ ਇੱਥੇ ਕਲਿੱਕ ਕਰੋ . ਐਵਰਟਨ ਨਰਸਰੀ ਸਕੂਲ ਅਤੇ ਫੈਮਿਲੀ ਸੈਂਟਰ ਡੇਕੇਅਰ ਆਫਸਟਡ ਰਿਪੋਰਟ Everton ਨਰਸਰੀ ਸਕੂਲ ਅਤੇ ਫੈਮਿਲੀ ਸੈਂਟਰ ਡੇਕੇਅਰ ਵਿਭਾਗ ਦਾ ਸਤੰਬਰ 2014 ਵਿੱਚ ਨਿਰੀਖਣ ਕੀਤਾ ਗਿਆ ਸੀ ਜਿਸ ਵਿੱਚ ਇੱਕ ਸ਼ਾਨਦਾਰ ਨਿਰਣਾ ਦਿੱਤਾ ਗਿਆ ਸੀ। ਇਸ ਨਿਰੀਖਣ ਰਿਪੋਰਟ ਨੂੰ ਡਾਊਨਲੋਡ ਕਰਨ ਅਤੇ ਪੜ੍ਹਨ ਲਈ, ਕਿਰਪਾ ਕਰਕੇ ਇੱਥੇ ਕਲਿੱਕ ਕਰੋ . ਐਵਰਟਨ ਚਿਲਡਰਨ ਸੈਂਟਰ ਆਫਸਟਡ ਰਿਪੋਰਟ ਏਵਰਟਨ ਚਿਲਡਰਨ ਸੈਂਟਰ ਦਾ ਜਨਵਰੀ 2011 ਵਿੱਚ ਨਿਰੀਖਣ ਕੀਤਾ ਗਿਆ ਸੀ ਜਿਸ ਵਿੱਚ ਇੱਕ ਸ਼ਾਨਦਾਰ ਨਿਰਣਾ ਦਿੱਤਾ ਗਿਆ ਸੀ। ਇਸ ਨਿਰੀਖਣ ਰਿਪੋਰਟ ਨੂੰ ਡਾਊਨਲੋਡ ਕਰਨ ਅਤੇ ਪੜ੍ਹਨ ਲਈ, ਕਿਰਪਾ ਕਰਕੇ ਇੱਥੇ ਕਲਿੱਕ ਕਰੋ .

Parent carer information forms letters and what to expect. ਮਾਤਾ/ਪਿਤਾ/ਕੇਅਰਰ ਪੰਨਾ ਫਾਰਮ ਅਤੇ ਜਾਣਕਾਰੀ ਦਾਖਲਾ ਅਰਜ਼ੀ ਫਾਰਮ ਚਾਲ - ਚਲਣ ਨਰਸਰੀ ਲਈ ਦੇਰੀ ਖਿਡੌਣੇ ਅਤੇ ਕਿਤਾਬਾਂ ਦੀ ਲਾਇਬ੍ਰੇਰੀ EYFS ਵਿੱਚ ਕੀ ਉਮੀਦ ਕਰਨੀ ਹੈ ਮਾਤਾ-ਪਿਤਾ/ਸੰਭਾਲ ਕਰਨ ਵਾਲਿਆਂ ਨੂੰ ਚਿੱਠੀਆਂ ਮਾਤਾ-ਪਿਤਾ ਦਾ ਘੋਸ਼ਣਾ ਫਾਰਮ EYFS ਲਈ ਮਾਪਿਆਂ ਦੀ ਗਾਈਡ ਮਾਤਾ-ਪਿਤਾ ਦੀ ਜਾਣਕਾਰੀ ਦੀ ਕਿਤਾਬਚਾ 3-5 ਵਾਧੂ ਕੱਪੜੇ ਯੂਨੀਫਾਰਮ ਕੀਮਤ ਸੂਚੀ TOILET TRAINING ਸਾਡੇ ਨਰਸਰੀ ਸਕੂਲ ਬਾਰੇ ਮਾਪਿਆਂ ਦੀਆਂ ਟਿੱਪਣੀਆਂ ਜੈਕਬ ਨਰਸਰੀ ਵਿੱਚ ਸੁਰੱਖਿਅਤ, ਸਹਿਯੋਗੀ ਅਤੇ ਪਿਆਰ ਮਹਿਸੂਸ ਕਰਦਾ ਹੈ, ਤੀਹ ਘੰਟੇ ਦੀ ਸਿੱਖਿਆ ਪ੍ਰਾਪਤ ਕਰਨ ਨੇ ਉਸਨੂੰ ਆਪਣੇ ਸਾਥੀਆਂ ਨਾਲ ਖੋਜ ਕਰਨ ਅਤੇ ਸਿੱਖਣ ਵਿੱਚ ਵਧੇਰੇ ਸਮਾਂ ਬਿਤਾਉਣ ਦੀ ਇਜਾਜ਼ਤ ਦਿੱਤੀ ਹੈ। ਇਹ ਸਕੂਲ ਬੱਚਿਆਂ ਨੂੰ ਬਚਪਨ ਦੀ ਸਿੱਖਿਆ ਸਿੱਖਣ, ਖੋਜਣ ਅਤੇ ਆਨੰਦ ਲੈਣ ਲਈ ਸਭ ਤੋਂ ਸ਼ਾਨਦਾਰ ਮਾਹੌਲ ਪ੍ਰਦਾਨ ਕਰਦਾ ਹੈ। ਅਸੀਂ ਮਾਪਿਆਂ ਦੇ ਤੌਰ 'ਤੇ ਬਹੁਤ ਖੁਸ਼ਕਿਸਮਤ ਮਹਿਸੂਸ ਕਰਦੇ ਹਾਂ ਕਿ ਜੈਕਬ ਦੀ ਸਭ ਤੋਂ ਉੱਚੇ ਮਿਆਰਾਂ ਤੱਕ ਦੇਖਭਾਲ ਕੀਤੀ ਜਾਂਦੀ ਹੈ, ਉਸਦੀ ਫੈਮਲੀ ਵਰਕਰ ਫਾਈਲ ਨੇ ਅਸਲ ਵਿੱਚ ਉਸਦੇ ਵਿਕਾਸ ਦੇ ਮੀਲਪੱਥਰ ਅਤੇ ਟੀਚਿਆਂ ਨੂੰ ਸਮਝਣ ਵਿੱਚ ਸਾਡੀ ਮਦਦ ਕੀਤੀ ਹੈ'. -ਏਲੀਜ਼ਾ ਵਿਲਿਸ - ਜੈਕਬ ਵਿਲਿਸ ਦੇ ਮਾਤਾ-ਪਿਤਾ ਬੀਏ ਨੇ ਸਮਾਜਿਕ ਅਤੇ ਅਕਾਦਮਿਕ ਤੌਰ 'ਤੇ ਤਰੱਕੀ ਦੇ ਵੱਡੇ ਕਦਮ ਚੁੱਕੇ ਹਨ। ਉਸਦਾ ਵਿਸ਼ਵਾਸ ਬਹੁਤ ਉੱਚਾ ਹੈ ਅਤੇ ਅਸੀਂ ਉਸਨੂੰ ਇੰਨੇ ਉੱਚੇ ਮਿਆਰ ਦਾ ਪ੍ਰਬੰਧ ਨਹੀਂ ਦੇ ਸਕਦੇ ਸੀ। ਅਸੀਂ ਆਪਣੀ ਛੋਟੀ ਕੁੜੀ ਲਈ ਬਿਹਤਰ ਜ਼ਿੰਦਗੀ ਦੀ ਮੰਗ ਨਹੀਂ ਕਰ ਸਕਦੇ ਸੀ। ਬੀਆ ਨੂੰ ਬਾਹਰੀ ਖੇਤਰ ਪਸੰਦ ਹੈ, ਇਹ ਬਹੁਤ ਸਾਰੇ ਕਾਰਨਾਂ ਵਿੱਚੋਂ ਇੱਕ ਹੈ ਜਿਸ ਕਰਕੇ ਅਸੀਂ ਇਸ ਨਰਸਰੀ ਸਕੂਲ ਨੂੰ ਚੁਣਿਆ ਹੈ। -ਸੈਮ ਮੈਕਕੇਨਾ ਬੀ ਮੈਕਕੇਨਾ ਦੇ ਮਾਤਾ-ਪਿਤਾ ਹੈਡੀ ਨੂੰ ਨਰਸਰੀ ਵਿੱਚ ਆਉਣਾ ਬਹੁਤ ਪਸੰਦ ਹੈ ਅਤੇ ਮੈਂ ਸਟਾਫ਼ ਦਾ ਉਹਨਾਂ ਦੇ ਸਮਰਪਣ, ਸਮਰਥਨ ਅਤੇ ਸਖ਼ਤ ਮਿਹਨਤ ਲਈ ਧੰਨਵਾਦ ਨਹੀਂ ਕਰ ਸਕਦਾ ਹਾਂ ਤਾਂ ਜੋ ਇਹ ਯਕੀਨੀ ਬਣਾਇਆ ਜਾ ਸਕੇ ਕਿ ਹੇਡੀ ਆਪਣੀ ਸਿਖਲਾਈ ਦੇ ਸਾਰੇ ਖੇਤਰਾਂ ਵਿੱਚ ਤਰੱਕੀ ਕਰ ਰਹੀ ਹੈ। ਨਰਸਰੀ ਵਿੱਚ ਉਸਦੇ ਅਨੁਭਵ ਸ਼ਾਨਦਾਰ ਹਨ ਅਤੇ ਘਰ ਅਤੇ ਸਕੂਲ ਵਿਚਕਾਰ ਸੰਚਾਰ ਸ਼ਾਨਦਾਰ ਹੈ। ਤੁਹਾਡਾ ਧੰਨਵਾਦ! -ਫਰਾਂਸੀਨ ਮੈਕਆਰਡਲ ਹੇਡੀ ਹਿਊਜ਼ ਦੇ ਮਾਤਾ-ਪਿਤਾ ਰੂਬੀ ਹਮੇਸ਼ਾ ਨਵੇਂ ਲੋਕਾਂ ਦੇ ਆਲੇ-ਦੁਆਲੇ ਬਹੁਤ ਥੱਕੀ ਅਤੇ ਸ਼ਰਮੀਲੀ ਰਹਿੰਦੀ ਸੀ, ਸਕੂਲ ਦੀ ਰੁਟੀਨ ਅਤੇ ਸਕਾਰਾਤਮਕ ਮਾਹੌਲ ਨੇ ਰੂਬੀ ਨੂੰ ਵਧੇਰੇ ਆਤਮਵਿਸ਼ਵਾਸੀ ਬਣਨ ਦਾ ਅਭਿਆਸ ਕਰਨ ਦੀ ਇਜਾਜ਼ਤ ਦਿੱਤੀ ਹੈ। ਅਜਿਹੇ ਮਜ਼ੇਦਾਰ, ਸਿਰਜਣਾਤਮਕ ਅਤੇ ਕਲਪਨਾਤਮਕ ਕਾਰਜਾਂ ਨੂੰ ਤਿਆਰ ਕਰਨ ਲਈ ਅਧਿਆਪਕ ਜਿੰਨੀ ਮਿਹਨਤ ਕਰਦੇ ਹਨ, ਕਿਸੇ ਦਾ ਧਿਆਨ ਨਹੀਂ ਗਿਆ ਹੈ। ਰੂਬੀ ਨੇ ਮੈਨੂੰ ਦੱਸਿਆ ਕਿ ਉਹ ਬਾਹਰ ਖੇਡਣਾ ਪਸੰਦ ਕਰਦੀ ਹੈ, ਇੱਕ ਮਾਤਾ ਜਾਂ ਪਿਤਾ ਹੋਣ ਦੇ ਨਾਤੇ ਮੈਨੂੰ ਲੱਗਦਾ ਹੈ ਕਿ ਬਾਹਰੀ ਖੇਤਰ ਸ਼ਾਨਦਾਰ ਹੈ। ਮੈਂ ਅਤੇ ਰੂਬੀ ਦੇ ਡੈਡੀ ਦੋਵਾਂ ਨੇ ਕਹਾਣੀਆਂ ਪੜ੍ਹ ਕੇ ਅਤੇ ਰੂਬੀ ਦੀਆਂ ਤਸਵੀਰਾਂ ਦੇਖ ਕੇ ਬਹੁਤ ਮਜ਼ਾ ਲਿਆ ਹੈ! - ਕੋਰਟਨੀ ਨੀਡਹੈਮ - ਰੂਬੀ ਨੀਡਹੈਮ ਦੇ ਮਾਤਾ-ਪਿਤਾ ਐਨਜ਼ੋ ਨੂੰ ਤੀਹ ਘੰਟਿਆਂ ਦੀ ਸਿੱਖਿਆ ਤੋਂ ਬਹੁਤ ਫਾਇਦਾ ਹੋਇਆ ਹੈ। ਇਸ ਸਾਲ ਉਸਦੀ ਭਾਸ਼ਾ ਦੇ ਹੁਨਰ ਵਿੱਚ ਬਹੁਤ ਸੁਧਾਰ ਹੋਇਆ ਹੈ, ਉਹ ਹੁਣ ਸਾਡੇ ਨਾਲੋਂ ਵਧੀਆ ਅੰਗਰੇਜ਼ੀ ਬੋਲਦਾ ਹੈ, ਉਹ ਕਈ ਵਾਰ ਸਾਡੀਆਂ ਗਲਤੀਆਂ ਨੂੰ ਵੀ ਸੁਧਾਰਦਾ ਹੈ। ਐਂਜ਼ੋ ਸਕੂਲ ਦੀ ਰੁਟੀਨ ਨੂੰ ਪਿਆਰ ਕਰਦਾ ਹੈ ਅਤੇ ਦਿਨ ਦੀ ਸ਼ੁਰੂਆਤ ਮਸਾਜ ਨਾਲ ਕਰਦਾ ਹੈ। ਉਸਦੇ ਕਲਾਸ ਟੀਚਰ ਅਤੇ ਪਰਿਵਾਰਕ ਕਰਮਚਾਰੀ ਨਾਲ ਸੰਚਾਰ ਬਹੁਤ ਵਧੀਆ ਹੈ, ਮੈਨੂੰ ਹਮੇਸ਼ਾ ਭਰੋਸਾ ਹੈ ਕਿ Enzo ਸਕੂਲਾਂ ਦਾ ਅਨੰਦ ਲੈ ਰਿਹਾ ਹੈ ਅਤੇ ਕਿਸੇ ਵੀ ਚਿੰਤਾ ਨੂੰ ਤੁਰੰਤ ਸੰਚਾਰਿਤ ਕੀਤਾ ਜਾਵੇਗਾ। -Maria Siqueira - Enzo Siqueira ਦੇ ਮਾਪੇ