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

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

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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।

We can provide meeting rooms suitable for every occasion from a one to one meeting, to a conference for 100 people. Esol RLC The Base Esol 1/7 ਕਾਨਫਰੰਸ ਸੁਵਿਧਾਵਾਂ ਅਤੇ ਕਮਰਾ ਕਿਰਾਏ 'ਤੇ ਕਾਨਫਰੰਸ ਸੁਵਿਧਾਵਾਂ ਅਤੇ ਕਮਰਾ ਕਿਰਾਏ 'ਤੇ ਅਸੀਂ ਇੱਕ ਤੋਂ ਇੱਕ ਮੀਟਿੰਗ ਤੋਂ ਲੈ ਕੇ 100 ਲੋਕਾਂ ਲਈ ਇੱਕ ਕਾਨਫਰੰਸ ਤੱਕ ਹਰ ਮੌਕੇ ਲਈ ਢੁਕਵੇਂ ਮੀਟਿੰਗ ਕਮਰੇ ਪ੍ਰਦਾਨ ਕਰ ਸਕਦੇ ਹਾਂ ਤੁਸੀਂ Everton ਨਰਸਰੀ ਸਕੂਲ ਅਤੇ ਫੈਮਲੀ ਸੈਂਟਰ ਵਿੱਚ ਆਰਾਮਦਾਇਕ ਸਮਾਂ ਬਿਤਾਉਣ ਲਈ ਯਕੀਨੀ ਹੋ ਸਕਦੇ ਹੋ। ਸਾਡਾ ਆਨ-ਸਾਈਟ ਰਸੋਈ ਸਟਾਫ ਤੁਹਾਡੀਆਂ ਵਿਅਕਤੀਗਤ ਲੋੜਾਂ ਅਤੇ ਲੋੜਾਂ ਨੂੰ ਪੂਰਾ ਕਰ ਸਕਦਾ ਹੈ। LCD ਪ੍ਰੋਜੈਕਟਰ, ਕੰਪਿਊਟਰ, ਸਪੀਕਰ ਅਤੇ ਹੋਰ ਬਹੁਤ ਕੁਝ ਸਮੇਤ ਪੇਸ਼ਕਾਰੀ ਅਤੇ ICT ਉਪਕਰਣ ਪ੍ਰਦਾਨ ਕੀਤੇ ਜਾ ਸਕਦੇ ਹਨ। ਵਧੇਰੇ ਜਾਣਕਾਰੀ ਲਈ ਕਿਰਪਾ ਕਰਕੇ 0151 233 1969 'ਤੇ ਕਾਲ ਕਰੋ। ਰੂਮ ਕਿਰਾਏ ਦੀਆਂ ਕੀਮਤਾਂ £250 ਪ੍ਰਤੀ ਦਿਨ, ਸਵੇਰੇ 8.30 ਵਜੇ ਤੋਂ ਸ਼ਾਮ 4.30 ਵਜੇ ਤੱਕ £125 ਪ੍ਰਤੀ ਦਿਨ, 8.30am-12.30pm ਜਾਂ 12.30pm-4.30pm ਹਰ ਘੰਟੇ ਦੀ ਵਰਤੋਂ ਦੁਪਹਿਰ 3 ਵਜੇ ਦੇ ਵਿਚਕਾਰ ਉਪਲਬਧ ਹੈ। ਅਤੇ ਸ਼ਾਮ 7 ਵਜੇ ਅਤੇ £30.00 ਪ੍ਰਤੀ ਘੰਟਾ ਚਾਰਜ ਕੀਤਾ ਜਾਂਦਾ ਹੈ। ਰਿਫਰੈਸ਼ਮੈਂਟ (ਚਾਹ, ਕੌਫੀ, ਪਾਣੀ ਅਤੇ ਬਿਸਕੁਟ) ਪ੍ਰਦਾਨ ਕੀਤੇ ਜਾ ਸਕਦੇ ਹਨ। ਮੁਫਤ ਕਾਰ ਪਾਰਕਿੰਗ ਉਪਲਬਧ ਹੈ। Room Hire Prices £250 per day, 8.30a.m.- 4.30p.m. £125 per day, 8.30a.m.-12.30p.m. or 12.30p.m.- 4.30p.m. Hourly usage is available between 3p.m. and 7p.m. and is charged at £30.00 per hour. Refreshments (Tea, Coffee, Water and Biscuits) can be provided. Free Car Parking available. Room Booking Form

ਰਾਜਪਾਲ ਦੀ ਜਾਣਕਾਰੀ ਸੰਵਿਧਾਨ ਰਾਜਪਾਲਾਂ ਦੀ ਹਾਜ਼ਰੀ ਗਵਰਨਰਾਂ ਦੀ ਹਾਜ਼ਰੀ PFR ਪੇਰੈਂਟ ਗਵਰਨਰ ਗਵਰਨਰ ਹੈਂਡਬੁੱਕ ਗਵਰਨਰ ਸਾਲ ਯੋਜਨਾਕਾਰ ਗਵਰਨਰ ਅਤੇ ਕਮੇਟੀ ਦਾ ਢਾਂਚਾ ਗਵਰਨਰ ਮੈਂਬਰਸ਼ਿਪ ਅਤੇ ਜਾਣਕਾਰੀ 2022/2023

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.

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Operation Encompass is a national scheme that operates jointly between schools and all police forces ਓਪਰੇਸ਼ਨ ਇਨਕਪਾਸ

ਘਰੇਲੂ ਸਿੱਖਣ ਦੀਆਂ ਕਹਾਣੀਆਂ ਬੁੱਕ ਟਰੱਸਟ ਯੂਕੇ ਦੀ ਸਭ ਤੋਂ ਵੱਡੀ ਬੱਚਿਆਂ ਦੀ ਰੀਡਿੰਗ ਚੈਰਿਟੀ ਬੁੱਕਟਰਸਟ ਤੋਂ ਇੰਟਰਐਕਟਿਵ ਕਹਾਣੀਆਂ। ਕੁਝ ਕੁੱਤੇ ਕਰਦੇ ਹਨ ਉੱਲੂ ਦੇ ਬੱਚੇ ਜੰਗਲ ਵਿੱਚ ਰੰਬਲ ਬਹੁਤ ਧਿਆਨ ਨਾਲ ਖੋਲ੍ਹੋ ਆਈf ਤੁਹਾਡੀ ਖੁਸ਼ੀ ਅਤੇ ਤੁਸੀਂ ਇਸ ਨੂੰ ਜਾਣਦੇ ਹੋ

Supporting self-regulation in the early years 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 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