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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 Early Years Professional Development Programme (EYDP) https://www.earlyyearspdp.com/ I cannot recommend the Early Years Professional Development Programme enough to any early years practitioner whether they are new to the sector or have many years of experience. Being able to adapt ideas from the training and talking to colleagues on the webinar has been invaluable. Understanding children’s depth of knowledge in Early Maths has allowed me to enhance activities allowing me to see the immediate, positive impact on their learning. Ten simple hints and tips could make any setting become “language rich” and the ability to spot and fix communication “cold spots” personally I am so glad I signed up. June Cargill Ofsted Registered Outstanding Childminder Strategic Partners Stronger Practice Hub Privacy Notice

EYSH Blogs Lost words В гармонии Case Studies In Harmony Liverpool вдохновлен венесуэльской El Sistema и использует оркестровую музыку для улучшения здоровья, образования и чаяний детей и молодежи в Эвертоне. Основанная в 2009 году в начальной школе Faith с 84 детьми, In Harmony Liverpool расширилась, и теперь более 700 детей и молодых людей в возрасте от 0 до 18 лет и их семьи каждую неделю бесплатно принимают участие в оркестровом музицировании высочайшего качества. в школе и вне ее. Создание музыки происходит в начальной школе Faith, начальной школе The Beacon CE, детском саду и семейном центре Everton, католической начальной школе All Saints, детском центре Anfield и в Ливерпульской филармонии в Friary, нашем репетиционном центре в Западном Эвертоне._cc781905-5cde- 3194-bb3b-136bad5cf58d_ Case Studies Send in a Case Study to be published here. Mail Email: sphubnw@evertoncentre.liverpool.sch.uk Case Study Template By Diane Boyd ‘Lost words’ reflected through the three pillars of sustainability and the SDGs. Little Oaks Playschool Early Years Sustainable Hub – Case Study Template Little Oaks Playschool Climate Action Plan Home | Climate Action Strategy | Case Studies | Curriculum Resources | Blog and Video Logs

EYSH SDG 16 | ENSFC В гармонии UNESCO SDG 16 LINK SDG 16 Sustainable Development Goals. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 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 ‘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

EYSH SDG 12 | ENSFC В гармонии UNESCO SDG 12 LINK SDG 12 Sustainable Development Goals. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 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 Do something BIG, work with small children - early years recruitment campaign now live! The Department for Education’s early years and childcare recruitment campaign is now live: ‘Do something BIG. Work with small children.’ The campaign aims to raise the profile of the sector and showcase the important contribution made by early years professionals in preparing young children for school and beyond. It is a multi-channel broadcast campaign, running across TV, cinema, social media, online, radio and out of home advertising to boost interest in the sector and support the recruitment of talented staff. The campaign will point people to a newly launched early years careers website which includes information on the opportunities out there to build a fulfilling career in nurseries, pre-schools or as a childminder. ACTION 1: Upload vacancies to Find a job The campaign and website direct users to DWP’s Find a job platform (which is free to use) to search for roles in their area. We want to ensure as many roles as possible are available to potential applicants in one place. We therefore strongly encourage you to ensure all current or upcoming roles in your setting are listed on Find a Job. Please watch these video tutorials to help you create an employer account and post your jobs. You should use the term ‘early years’ in the title of your job adverts and select ‘Education jobs’ for the job category. This will ensure your vacancies are seen by a large pool of potential candidates. ACTION 2: Help us to promote the campaign We’d be grateful for any support you can offer in promoting the campaign locally. Please use the dropbox of campaign assets to amplify the campaign across your networks and tag all social posts with #DoSomethingBig. The campaign TV advert can also be accessed here . We’ll also be sharing a campaign toolkit with you shortly that contains further assets you can download and use for your own promotional and recruitment needs. If you have any questions about the campaign, please email earlyyears.careers@education.gov.uk . Foundation Years is funded by the Department for Education and brought to you by Coram Family and Childcare and Hempsall's. Strategic Partners Stronger Practice Hub Privacy Notice

Sensory Garden В гармонии Blogs In Harmony Liverpool вдохновлен венесуэльской El Sistema и использует оркестровую музыку для улучшения здоровья, образования и чаяний детей и молодежи в Эвертоне. Основанная в 2009 году в начальной школе Faith с 84 детьми, In Harmony Liverpool расширилась, и теперь более 700 детей и молодых людей в возрасте от 0 до 18 лет и их семьи каждую неделю бесплатно принимают участие в оркестровом музицировании высочайшего качества. в школе и вне ее. Создание музыки происходит в начальной школе Faith, начальной школе The Beacon CE, детском саду и семейном центре Everton, католической начальной школе All Saints, детском центре Anfield и в Ливерпульской филармонии в Friary, нашем репетиционном центре в Западном Эвертоне._cc781905-5cde- 3194-bb3b-136bad5cf58d_ A Reflective conversation A reflective conversation with SENCO class teacher Emma Louise Scott and HLTA Maria Edge from Everton talking to Diane Boyd. 1. Setting the Context - introduction to the Podcast and participants Emma and Maria 1 Reflective Conversation Setting the Context Artist Name 00:00 / 01:01 2. Initial first thoughts - before the sustainability training 2 Initial first thoughts Artist Name 00:00 / 00:51 3. Can the SGD's - be easily implemented into early childhood pedagogy 3SDG implemented Artist Name 00:00 / 03:14 4. Which SDG - did you feel you were more familiar with or relevant to your practice? 4 Which SDG Artist Name 00:00 / 05:00 5. What was the most significant point you took from the training 5 What was the most Artist Name 00:00 / 06:05 6. The interconnection of the three pillars of Sustainability 6 The interconnection Artist Name 00:00 / 04:56 7. Reflections and conclusion - What have you taken away from the training and our conversation 7 Reflections and conclusion Artist Name 00:00 / 03:13 Home | Climate Action Strategy | Case Studies | Curriculum Resources | Blog and Video Logs

Sensory Garden Blog Liverpool City Region and Beyond Early Years Stronger Practice Hub Hub Home Events Newsletters Blogs Programmes Documents Subscribe Childminders Recruitment Homelessness Video blog Dr Diane Boyd talks to Everton Nursery School teacher Kate Doyle about young peoples awareness and understanding of others 1. Homelessness Part 1 2. Homelessness Part 2 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 Anchor 1 Anchor 2 Mathematics WEBINARS We are running these webinars on the following dates, all at 10-11am: Intro to Personal, Social and Emotional Development - Wednesday 25th Feb Intro to Physical Development - Wednesday 11th March Play Conference Tuesday 17th March 2026, 9.45am – 2.15pm At the Everton Nursery School and Family Centre Spencer Street, Liverpool, L6 2WF This conference will provide opportunities to engage in dialogue and reflect on play, exploring shared meanings, knowledge, and insights about children and the possibilities created through play. Food growing and Sustainability – improving our skills in order to ensure best practice in implementing the New EYFS Nutritional guidance. Wednesday 18th March 6.30-8p.m. with Lil Newton (Early Years Consultant and previous Nursery Headteacher) online on Zoom Workplace. A lack of nutritious food affects a child’s physical health, emotional well-being as well as cognitive and social development A recent report from the Food Foundation (October 2025) found that 1 in 4 children in Britain are living in food poverty. This webinar will look at the requirements of the new EYFS nutritional guidance, current health research, soil and nutrient density. Lil will give many practical tips and ideas about how food growing and sustainability can enrich our curriculum, develop vocabulary, thinking skills, resilience and problem solving and support every child’s health and well being. Email: SpHubNW@evertoncentre.liverpool.sch.uk to book a place. Beach school session first session theory Wednesday 13th May 1-4p.m. Beach school practical Wednesday 10th June 1-4p.m. at Everton Nursery School and Family Centre, Spencer Street, Liverpool 6 2WF Please email SpHubNW@evertoncentre.liverpool.sch.uk to book a place. Forest school first session theory Wednesday 20th May 1-4p.m. Forest school practical Wednesday 17th June 1-4p.m. at Everton Nursery School and Family Centre, Spencer Street, Liverpool 6 2WF Please email SpHubNW@evertoncentre.liverpool.sch.uk to book a place. All CPD sessions are open to all Early Years practitioners in the Liverpool City Region and Beyond Stronger Practice Hub 10 Local Authorities. To book on to any CPD session live or recorded email: SpHubNW@evertocentre.liverpool.sch.uk LEARNING WALKS If you wish to offer your setting for a learning walk to share practice especially linked to research in communication or early mathematics, let us know via email on sphubnw@evertoncentre.liverpool.sch.uk RECORDED SESSIONS We have a number of recorded sessions online for staff training: EARLY WRITING 25 minutes with Laura Johnson, Early Years Teacher from Duke Street Nursery School, Chorley. SELF REGULATION AND EXECUTIVE FUNCTION 25 minutes with Emma Doran, Early Years Co-ordinator from Whitefield Primary School, Liverpool CELEBRATING DIVERSITY, PROMOTING INCLUSION, AND ANTI-RACIST CULTURES IN THE EARLY YEARS 25 minutes with Sian Phillips - Anti-Racism Advocate/Researcher/Consultant. MAXIMISING THE IMPACT OF PUPIL PREMIUM IN THE EARLY YEARS 20 minutes with Kaya Doyle, Programme Manager. INSET SESSION 1 TEACHING AND MODELLING LANGUAGE: 30 minutes with Alex Gower-Jones (Independent Consultant). This has an accompany written sheet of activities to support this recorded Inset session. INSET SESSION 2 TEACHING AND MODELLING VOCABULARY: 30 minutes with Alex Gower-Jones (Independent Consultant). This has an accompany written sheet of activities to support this recorded Inset session. INSET SESSION 1 EARLY LITERACY – TEACHING SOUND DISCRIMINATION 30 minutes with Alex Gower-Jones (Independent Consultant). INSET SESSION 2 EARLY LITERACY – TEACHING SOUND MANIPULATION 30 minutes with Alex Gower-Jones (Independent Consultant). INTERACTIVE READING CONFERENCE: Conference from 29th March on Interactive Reading re 1 hour, 30 minutes with Alex Gower-Jones (Independent Consultant). 17 SUSTAINABLE GOALS: Conference from Saturday 22nd March on the 17 Sustainable Development Goals – An Introduction re 2 hours with Diane Boyd. WORKING WITH 0-3’s: An introduction to working with children 0-3 years by Amanda Quirk (Early Years Advisory Teacher). SENSORY FUN Tiny Happy People sensory fun for babies indoors and outdoors with low cost/no cost activities shared by Denise Wright (Independent Consultant). The webinar shows educators how they can inspire parents to undertake sensory activities at home to support their child’s learning and development through play. INTERACTIVE READING online recorded session by Alex Gower-Jones (Independent Consultant) explores how early years educators can explore interactive reading in their practice. SKILLS BEFORE WRITING online recorded session by Amanda Quirk (Early Years Advisory Teacher) has put together an online programme for early years educators exploring skills before early writing. EMOTIONAL REGULATION online recorded session by Maria Beale (SENDCO) and Emma Doran (Early Years Co-ordinator) from Whitefield Primary School, Liverpool. Maria and Emma share how they have worked with children in the early years and their families exploring emotional regulation. NURSERY RHYMES online recorded session by Faye Johnson, Assistant Headteacher from Everton Nursery School and Family Centre has put together a session on exploring Nursery Rhymes with young children. COMMUNICATION AND LANGUAGE online recorded session by Amanda Quirk, (Early Years Advisory Teacher) has put together an online programme for early years educators exploring communication and language. OAP (ORDINARY AVAILABLE PROVISION) – Amanda Quirk, (Early Years Advisory Teacher) has put together a recording on OAP (Ordinary Available Provision) in early years. USING MUSICAL INSTRUMENTS - Craig and Pip from East Prescot Nursery School, Liverpool have developed an online recording on how to use a range of musical instruments. Childminders across our Hub have the opportunity to borrow a musical instruments bag but many early years educators will have these musical instruments in their provision. MATHEMATICS RECORDED ONLINE – Rebecca Morgan (Nursery Teacher) from Everton Nursery School and Family Centre has recorded a practical session online to share with colleagues to explore mathematics with under fives. EARLY EMOTIONS RECORDED ONLINE Kaya Doyle (Programme Manager) shares an introduction to early emotional health, the issues children face and links to socio-economic backgrounds. If you would like to access to any of the recorded training sessions, email sphubnw@evertoncentre.liverpool.sch.uk Don’t forget to access information from our National Stronger Practice website: https://www.strongerpracticehubs.org.uk/hubs/nw/liverpool-city-region-and-beyond-eysph Strategic Partners Stronger Practice Hub Privacy Notice

Премиум для младших школьников (EYPP) Премия для учеников младшего возраста в детском саду и семейном центре Эвертона С апреля 2015 года детский сад и семейный центр «Эвертон» могут претендовать на дополнительное финансирование в рамках программы «Премия для учеников раннего возраста» (EYPP) с целью поддержки и обогащения развития, обучения и ухода за детьми. Программа EYPP предоставила всем имеющим право на участие детям в детских садах дополнительное финансирование, чтобы дать возможность детскому саду и семейному центру Эвертона уменьшить разницу в уровне образования. EYPP предоставляет дополнительные 53 пенса в час для всех трех- и четырехлетних детей, чьи родители получают определенные пособия или которые формально находились под опекой местных властей, но которые покинули опеку, потому что они были усыновлены или находились под особой опекой. или дочерний порядок расположения. Цель состоит в том, чтобы детский сад и семейный центр Эвертона получали 302 фунта стерлингов в год (примерно 111,30 фунтов стерлингов за два семестра и 79,40 фунтов стерлингов за последний семестр, если ребенок все еще учится в школе) через местные органы власти за каждого ребенка, имеющего доступ к своим полным 570 часов финансируется право на дошкольное образование. Из-за системы местных органов власти для информирования о праве на участие мы, как детский сад (по сравнению с начальной школой), часто не можем получить четкую информацию о некоторых детях, имеющих право на получение премии для учащегося раннего возраста (EYPP), до тех пор, пока дети не перейдут в следующий класс. setting. Это создает дополнительные финансовые последствия для детского сада и семейного центра Everton, которые разрабатывают систему для получения права на участие в осеннем семестре с использованием данных о бесплатном школьном питании. Использование этого данные предоставляют начальный финансовый план для удовлетворения потребностей выявленных детей. В противном случае мы всегда работаем на срок, иногда на два срока, используя расчет приемлемости LA EYPP. Премиальные выплаты для учеников младшего возраста в детском саду и семейном центре Эвертона: Spring 19 = £3357.48, Summer 19 = £3100.50, Autumn 19 = £4897.20 TOTAL=£11355.18 Основными препятствиями на пути к обучению, с которыми сталкиваются дети, имеющие право на участие в программе EYPP в детском саду и семейном центре Everton, являются речевые, языковые и коммуникативные трудности, а также неуверенность в себе и чувство собственного достоинства. Эти барьеры были выявлены руководителями детских садов посредством прохождения базовых оценок при поступлении. оказывают наибольшее влияние на выявленных детей в поддержку их «готовности к школе». Первая программа вмешательства, которую мы используем благодаря финансированию EYPP, — это WellComm. Влияние программы вмешательства WellComm в детский сад и семейный центр Эвертона указывает на то, что программа поддерживает положительные результаты для детей с выявленными нарушениями речи и языка. терапевтом для работы один на один и в небольших группах на занятиях по логопедии со всеми детьми, имеющими право на участие в программе EYPP, у которых есть выявленные потребности в речи, языке и общении. инструмента оценки речи и языка WellComm со сводными отчетами, документирующими достигнутый прогресс и дальнейшие шаги, которые предоставляются как школьной SENDCO, так и родителям/опекунам ребенка. Другие наши программы вмешательства EYPP включают в себя общение с нашими музыкантами In Harmony, работу по дереву, йогу и дополнительные образовательные визиты для поддержки самооценки и уверенности в себе: Музыканты Ливерпульского филармонического оркестра работают с небольшими группами детей, имеющих право на участие в программе EYPP, в рамках более широкой программы «В гармонии», в которой участвуют детский сад и семейный центр Эвертона. Плотник и учитель йоги из ACF Design работает с выявленными детьми EYPP один на один по работе с деревом и в небольших группах по йоге с целью развития у детей общения и языка, а также их уверенности в себе и уважения через работу по дереву и йогу._cc781905 -5cde-3194-bb3b-136bad5cf58d_ Персонал детского сада использует школьный микроавтобус для образовательных поездок, чтобы еще больше расширить языковые знания детей EYPP, их естественную любознательность и знания о местной среде посредством посещения местного парка, музеев и библиотеки. Пожалуйста, ознакомьтесь ниже со стратегией школы для учеников младших классов на 2018–2020 годы.

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Online Safety is very important to us at Everton Nursery School and Family Centre. Онлайн-безопасность Безопасность в Интернете очень важна для нас в детском саду и семейном центре «Эвертон». -5cde-3194-bb3b-136bad5cf58d_ Недавно мы запустили собственный канал на You Tube. Чтобы защитить своего ребенка во время просмотра You Tube, просмотрите PDF-файл с простыми инструкциями, которым вы, как родители и опекуны, должны следовать, и включите режим «Ограниченный доступ». Режим» при использовании You Tube. Это блокирует зрелый или неприемлемый контент, когда ваш ребенок просматривает веб-сайт. Руководство по ограничению YouTube Чтобы получить Руководство для родителей по Facebook, нажмите здесь . Больше информации на Facebook, Связь . Дополнительные руководства по социальным сетям здесь. думухнау — это образовательная программа NCA-CEOP, британской организации, которая защищает детей как онлайн, так и оффлайн. Thinkuknow Онлайн-пакеты безопасности дома Простые 15-минутные занятия для всей семьи can сделать, чтобы обеспечить безопасность своего ребенка в Интернете дома. Наборы доступны для детей от 4 до 14+. Родители также могут посмотреть наши видеоруководства по различным темам безопасности в Интернете. Инструменты безопасности Thinkuknow Online для очного обучения: Маленькие задания и рабочие листы на основе наших наборов домашних занятий, которые вы можете раздавать детям и подросткам лицом к лицу в своем образовательном учреждении. Наборы инструментов можно использовать в возрасте от 5 до 14+. Для получения информации по целому ряду вопросов ИКТ, включая социальные сети, щелкните по ссылке здесь для доступа к странице BBC Webwise. Несколько лет назад детский сад и семейный центр Эвертона был удостоен знака безопасности на 360 градусов. Чтобы прочитать или загрузить нашу политику безопасности в Интернете для школы/центра, нажмите здесь .