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At Everton Nursery School, we are committed to ensure the highest possible standards of learning and teaching for our young children at all times. Anaokulu 2-5 Yıl Müfredatımız Everton Anaokulunda, küçük çocuklarımız için her zaman mümkün olan en yüksek öğrenme ve öğretme standartlarını sağlamaya kararlıyız. an olarakseçkin okul (en son Ekim 2018'de Ofsted tarafından değerlendirilmiştir), tüm çocukların oynaması, öğrenmesi ve keşfetmesi için amaçlı ve ilham verici öğrenme ortamları sağlıyoruz. Çocukların kendi hızlarında nasıl büyüdüklerini izliyor, dinliyor ve not ediyoruz ve Anaokulumuzda geçirdikleri süre boyunca dikkatlice planlanmış öğrenme deneyimleriyle onlara meydan okuyoruz. Erken Yıllar Hazırlık Aşaması (EYFS) 'Gelişim Önemlidir' çerçevesini kullanmayı planlıyoruz ve tüm çocukları hem içeride hem de dışarıda olmak üzere yedi öğrenme ve gelişim alanında geniş ve dengeli öğrenme deneyimleri ile donatıyoruz! Aile Çalışanı Dosyaları Everton Nursery School'da, çocukların öğrenimini, başarılarını ve kazanımlarını gözlemlemenin, yansıtmanın, değerlendirmenin ve belgelemenin Erken Yıllar Hazırlık Aşaması müfredatının önemli unsurları olduğuna inanıyoruz. Bu belgeleme süreci, personelin, tüm çocukların gelişim aşamalarını ve ihtiyaçlarını karşılamak amacıyla, gelecekteki öğrenme fırsatları için buna göre plan yapmak üzere, her bir çocuğun ilerlemesini dikkate almasını sağlar. Personel bu gözlemleri, yansımaları ve değerlendirmeleri, her fırsatta ebeveynlere/bakıcılara açık olan ve ilkokula geçiş yaptıklarında her çocukla birlikte aktarılan çocukların bireysel Aile Çalışanı Dosyalarına kaydeder. personelimiz Everton Nursery School'da çalışan personelin her üyesi, erken yaş eğitiminde son derece eğitimli ve yeteneklidir. Çocukların öğrenimi, deneyimli bir İlk Yıllar Öğretmeni tarafından yönetilir with Nitelikli Öğretmen Durumu kim becerikli ve bilgili Erken Çocukluk Eğitimcileri ile ortak çalışır. Ebeveynler ve bakıcılarla ortaklıklar Everton Anaokulu ve Aile Merkezinde, çocuğun ilk yıllarında atılan sağlam temeller üzerine inşa etmeye devam etmek için ebeveynler ve bakıcılarla yakın işbirliği içinde çalışmayı taahhüt ediyoruz._cc781905-5cde-3194-bb3b -136bad5cf58d_ Çocuğun ebeveyninin/bakıcısının çocuğun hayatındaki en önemli kişi olduğunu kabul ediyoruz. Tüm çocukların potansiyellerini tam olarak gerçekleştirmelerini sağlamak için ortak çalışma yaklaşımımızın temelini oluşturan temel neden budur. Anaokuluna Devam Tüm çocuklar için Anaokuluna mükemmel bir katılım gereklidir ve beklenmektedir. Bakımlı bir Anaokulu olarak %97'lik yerli ve milli katılım beklentisine bağlıyız. Tüm çocukların devam durumu izlenir ve ardından bu, beklenen %97'nin altına düşerse sorgulanır ve okulda Kalıcı Devamsızlıkla mücadele etmek için açık bir sistem vardır. Okul, sınıfa ve tüm okula devam yüzdelerini özetlemek için tüm velilere ve bakıcılara dönemlik olarak mektup yazar. Bu mektubun en son örneği, adresine tıklayarak bulunabilir.burada . Everton Nursery School'da bir yer için başvururken... Anaokulu kontenjanına başvurmak için aşağıdaki linke tıklayarak başvuru formumuzu indirebilirsiniz. Lütfen bu formu doldurun ve çocuğunuzun doğum belgesinin bir kopyasıyla birlikte Everton Anaokuluna gönderin. Nursery Application Form

Liverpool City Region and Beyond Early Years Stronger Practice Hub Hub Home Events Newsletters Blogs Programmes Documents Subscribe Childminders Recruitment Autumn the time of apples By Diane Boyd By immersing early years children in place-based learning and letting them become part of seasonal experiences, will strengthen their environmental sustainability lens. Children can only become empathetic and caring about their world, if they understand how their world works. A wonderful way to be aware of the seasons is to follow a seasonal calendar. The Royal Horticultural Society (RHS) are keen for children to become gardeners and provide resources to support this process -RHS Crop Planner Additionally, The Horticultural Society provides a month-by-month guide for you to use - Vegetable Planting Guide By Month In The UK | Horticulture At Everton Nursery School and Family Centre recently the children were very lucky to have an amazing Autumnal experience using a crop of apples. The crop of locally grown apples comprised of Keswick Codling, Ribston Pippin, Ladies Finger of Lancaster, Scrumptious and Egremont Russett. What a wonderful array of names for apples! The children were introduced to the different varieties initially to observe, feel and taste them. This simple sensorial activity will enhance the children’s communication and language development in a holistic and organic way. Consider the language that describes the taste of different apples – bitter, tart, sweet but also some apples seem fluffy to eat, whereas others are hard or crunchy. Apples also come in all shapes and sizes, so this simple activity provides easy opportunities for early numeracy to be developed. As the Education Endowment Foundation (EEF) Early Years evidence store for Communication and Language states, “Vocabulary instruction that explicitly draws pupils’ attention to words, their meanings and their features appears to be effective”. (EEF | Communication and Language ) The bowls of apples inspired Intergenerational conversations that were both cultural and social, allowing children to hear the conventions of a conversation, that reflect social sustainability with parents and grandparents reminising about tradititional October activities with apples. They recalled apple bobbing with apples floating in bowls of water or hanging from string, with the aim of trying to eat them! Research from the EEF Personal, Social, Emotional Development Early evidence store ( EEF | Personal Social and Emotional Development ) highlights the importance of showing “children good examples of social communication,” and by listening to these cultural narratives provides such examples for children. Supporting children to repeat the names of the apples tasted or to engage in a conversation about cultural stories will aid “children’s early literacy”, which “is dependent on their oral language skills” (EEF Early Years Evidence Early Literacy)( EEF | Early Literacy ). The National Literacy Trust emphasises the importance of quality pedagogical experiences especially in disadvantaged areas such as Liverpool, Birmingham and Manchester where research (Pro Bono Economics) identified that more than a quarter of five-year-olds have low levels of literacy. These authentic teaching moments need to be extended with songs, stories and high-quality conversations revisiting the experiences. Ensure your setting or home has a variety of stimulating books to revisit the experiences and develop their communication and language. Examples here reflect both apples (starting point of original provocation) and the seasonal element of falling apples to collect. Links below. Hello, World! How Do Apples Grow? : Jill McDonald: Amazon.co.uk: Books Autumn: 4 (Seasons, 4) : Child's Play, Busby, Ailie: Amazon.co.uk: Books Do encourage parents to visit their local library to extend the language, as research from EEF Early Years Evidence – C&L suggests “shared book reading has often been found to be a useful activity…”. alongside “explicit vocabulary instruction”. This also sustains the local library too for the community. From an Environmental Sustainability perspective seeing apples that are wonky and not perfect, celebrate the diversity of the natural world, celebrating all things (both human and non-human) are worthy regardless of shape or size (SDG 10 Reduced Inequalities). This also highlights that we must eat all fruit and vegetables regardless of whether they look perfect, encouraging our parents and grandparents to buy the cheaper ‘wonky’ produce in their shops. The children and their families were invited into the nursery to use real working equipment and press the apples and make freshly squeezed juice. From an economic sustainability perspective, the families had been asked to bring recycled plastic containers to use for their squeezed apple juice. This simple request highlights SDG 12 Responsible Consumption and Production, with children and families seeing how to effectively support the planet by reusing them. The process of apple pressing was then demonstrated to everyone emphasising the correct terminology of trade and environment. As the EEF Early years evidence store opines for C&L, “the adult models using language to summarise activities” ( EEF | Communication and Language ) . The parents and grandparents were invited to be an active part of the collaborative process, demonstrating the authenticity of Intergenerational learning as a socio-cultural sustainability approach and resonating with SDG 11 Sustainable Cities and Communities. The process involved everyone putting apples into either electronic presser, so the children had to stretch up high and aim correctly to place their apples into the open vent. Smaller or less confident children were physically lifted and supported by their key person to aim. This process was enjoyed by the children filling them with excitement. They were told to carefully watch the bottom funnel and see what happens as a result! This is both economic sustainability in action, but also STEM (Science, technology, engineering and Math) learning. Introducing children in their early years to STEM activities supports their Understanding of the World Specific area (EYFS(DfE,2024) in seeing how materials change. The apple started the process as a round hard matter, then became pulp before finishing as a dark liquid. The colour depended on which variety of apples were pulped. This provides wonderful scientific conversations and consolidates the EEF Early evidence store C&L, which states, “there is strong evidence that teaching and modelling vocabulary to children in the early years can have a positive effect on their oral language skills.”( EEF | Communication and Language ). The children also had the chance to physically crush and press the apples manually too, aligning with the pioneering giants of early childhood, such as Froebel or Steiner, who advocated that children must be physically active developing their hand -eye co-ordination and skills. The EEF Evidence Store for Physical Development( EEF | Physical Development ) highlights the importance of children having the “time for play, practise, and repeat an activity”. It also aligns with both SDG 8 Decent Work and Economic Growth and SDG 9 Industry, innovation and Infrastructure. Using the actual tools of apple pressing, also supported their physicality- consider the effort it takes to crush apples in a solid state, to reduce them small enough to be pushed through the juicer! The children shared and worked co-operatively together, enhancing the community spirit. The EEF Early Evidence Store regarding Self -regulation and Executive Function( EEF | Self-Regulation and Executive Function ) reminds educators “to scaffold cooperative learning between peers”. The quality of the practitioner (SDG 4 Quality education) was evident in how they supported the children through the process. Not only did they model the language, but they demonstrated both the action to be completed but also supported the children in repeating the actions themselves physically. The children moved their bodies like the wheels turning in the crushing process and jumped as the apples squashed into the shute. These authentic physical opportunities will extend and develop the whole body especially children from disadvantaged backgrounds, which the EEF evidence store for PD states; “are at greater risk of not reaching expected levels of physical development than their more affluent peers. Evidence indicates that children from disadvantaged backgrounds benefit from educators targeting their movement and handling skills” (EEF | Physical Development ). Songs are a cultural and social way to consolidate both the language and action, drawing on the pioneer Frederick Froebel. His original Mother songs made connections to real life, for example, the rhyme ‘Pat-a-cake’ made links for the children with the corn growing in the fields, the miller grinding the corn, the baker kneading the bread and finally being eaten by the child. Froebel made a seemingly simple song about baking, but the depth and meaningful notions, can be shared with children through song and action (Froebel, 1895; Froebel Trust). You could create your own songs and actions to help children’s holistic development, such as the Apple press rap! Think of the fun they would have recorded it developing their technological skills. The children were given agency to decide what aspect of the process they wanted to be involved in, with some children preferring to just sit quietly and watch. Quality early childhood education requires educators to know the children in their care, to offer new and exciting pedagogical experiences, but know their boundaries. This is socio-cultural sustainability resonating with the Article 12 of the UNCRC (1989)( Convention on the Rights of the Child text | UNICEF ) which says that “every child has the right to express their views, feelings and wishes in all matters affecting them, and to have their views considered and taken seriously.” There was one little two-year-old boy who did not to want to drink water in the nursery and always needed to be encouraged to stay hydrated. He loved the fresh apple juice and proceeded to drink three lots of the juice. His mum was thrilled as she had never tried apple juice with him before and now had a healthy alternative to offer him, resonating with SDG 3 Good Health and Wellbeing. Additionally, the kitchen staff were part of the community of apple pressers watching and joining in with the parents and children. Afterwards they took away in recycled bottles fresh apple juice for the lunch time meal, ensuring all children had the opportunity to try freshly pressed juice. This simple activity of pressing apples reflects all three Pillars of Sustainability and the 17 SDGs. In 2015 the United Kingdom Government signed the Paris Treaty (UNSCO,2015) which positioned the 17 Sustainable Development Goals as an integral part of all policy, curricula and pedagogical experiences (SDG 12.8). At Everton Nursery and Family Centre they are now central in the entrance foyer so parents, carers and Grandparents can become familiar with them. Make them visible and part of your everyday pedagogical experiences. Strategic Partners Stronger Practice Hub Privacy Notice

PE PE öğretimi ve öğrenimi Bakımlı bir Anaokulu olarak Spor Primi alma hakkımız olmasa da, tüm çocuklar için Beden Eğitimi öğretme ve öğrenme konusuna net bir şekilde odaklanıyoruz. Fiziksel Gelişimin EYFS'nin başlıca öğrenme alanlarından biri olduğunu kabul ediyoruz ve bir çocuğun fiziksel gelişiminin, yazmayı öğrenirken de dahil olmak üzere daha sonraki pek çok öğrenmenin temeli olduğunu anlıyoruz. Sonuç olarak, hem içeride hem de dışarıda tüm çocuklara her gün amaca yönelik ve teşvik edici fiziksel öğrenme deneyimleri sağlamaya kararlıyız. Fiziksel Gelişim planımızı indirin ve okuyun. physical development policy

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 Blogs Lost words Ahenk içinde Case Studies Harmony'de Liverpool, Venezuela'daki El Sistema'dan ilham alıyor ve Everton'daki çocukların ve gençlerin sağlığını, eğitimini ve isteklerini iyileştirmek için orkestral müzik yapımını kullanıyor. 2009 yılında 84 çocuklu Faith İlköğretim Okulu'nda kurulan In Harmony Liverpool, 0-18 yaş arası 700'den fazla çocuk ve gencin ve ailelerinin her hafta en yüksek kalitede orkestra müzik yapımında ücretsiz olarak yer alması için genişledi. okul içinde ve dışında. Müzik yapımı Faith İlköğretim Okulu, The Beacon CE İlköğretim Okulu, Everton Anaokulu ve Aile Merkezi, All Saints Katolik İlkokulu, Anfield Çocuk Merkezi ve West Everton'daki prova merkezimiz olan Liverpool Philharmonic at the Friary'de gerçekleştirilmektedir._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

School application form 1/3 Everton Nursery School and Family Centre Child Application Form Child's name Child's date of birth * required Gender Choose an option Type of Place required * Zorunlu Two Year Old Funded Place Two Year old Paid Place 3 - 5 Years Old 30 Hours 3 - 5 Years Old 15 Hours Home address Email Contact Phone number (The number will be used to contact parents/carers regarding status of application, please call: 0151 233 1969 if there are any changes) AM. (Preferred sessions required (although your choice cannot be guaranteed) * Zorunlu Mon Tue Wed Thu Fri PM. (Preferred sessions required (although your choice cannot be guaranteed) * Zorunlu Mon Tue Wed Thu Fri Child's information Nationality: Religion: Asylum Seeker * Zorunlu Yes No Special Educational Needs Ethnicity: Languages spoken at home: Refugee * Zorunlu Yes No Languages spoken at home: Medical Needs Parent 1 full legal name Parent 1 Date of birth * required Parent 1 Address Parents 1 NI or NAS Number Parent 2 full legal name Parent 2 Date of birth * required Parent 2 Address Parent 2 NI or NAS Number Child's Doctor Child’s Health Visitor: Current/Previous Nursery or Childminder Attended: Signed Parent/Carer: Date * required Submit Application Child’s Social Worker: I have seen the data protection sheet: * Zorunlu Yes No Staff use Date Name Thank you for your application. We'll get back to you as soon as possible.

Sensory Garden Ahenk içinde Blogs Harmony'de Liverpool, Venezuela'daki El Sistema'dan ilham alıyor ve Everton'daki çocukların ve gençlerin sağlığını, eğitimini ve isteklerini iyileştirmek için orkestral müzik yapımını kullanıyor. 2009 yılında 84 çocuklu Faith İlköğretim Okulu'nda kurulan In Harmony Liverpool, 0-18 yaş arası 700'den fazla çocuk ve gencin ve ailelerinin her hafta en yüksek kalitede orkestra müzik yapımında ücretsiz olarak yer alması için genişledi. okul içinde ve dışında. Müzik yapımı Faith İlköğretim Okulu, The Beacon CE İlköğretim Okulu, Everton Anaokulu ve Aile Merkezi, All Saints Katolik İlkokulu, Anfield Çocuk Merkezi ve West Everton'daki prova merkezimiz olan Liverpool Philharmonic at the Friary'de gerçekleştirilmektedir._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

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 Strategic Partners Stronger Practice Hub Privacy Notice

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 Yardım ve Tavsiye Bir hizmet olarak, yerel olarak desteklenen bu harika tekliften haberdar olduğunuzdan emin olmak istiyoruz: Belki ebeveynler için harika çevrimiçi kursları duymuşsunuzdur, ÜCRETSİZ (erişim kodu ile:MOR KUTU şu adreste: www.inourplace.co.uk ) bölgemizde yaşayanlar için? Solihull Yaklaşımı (NHS) YENİ bir çevrimiçi kurs başlattı! Nasıl erişirim? www.inourplace.co.uk kod nedir? Henüz kullanmadıysanız, tüm çevrimiçi kurslar için erişim kodunu burada bulabilirsiniz (Liverpool'da ikamet edenler için finanse edilmektedir): PURPLEBIN Birçok ebeveyn gibi siz de bu kodu zaten kullandıysanız, hesabınıza giriş yapın burada ve bu kurs, ne zaman hazır olursanız başlamak için kontrol panelinizde hazır olacak. Aileme ve arkadaşlarıma söyleyebilir miyim? Kesinlikle! Bu harika fırsattan yararlanabilmeleri için haberi bölgedeki diğer ailelerle paylaşın. Ne kadar uzun? Her birinin tamamlanması yaklaşık 5 dakika süren ve arada sindirmek için zaman kazandıracak 7 modül vardır. Bunu beğendiyseniz…… daha büyük olanı beğenebilirsiniz 'Çocuğunuzu anlamak ' or ' Ek ihtiyaçları olan çocuğunuzu anlama ' veya serideki diğer kurslar. www.inourplace.co.uk Children Centre privacy notice come2gether fold out leaflet latest Family Hubs Home | Help and Advice | Family Activities | Splash Pool

Parent carer information forms letters and what to expect. Ebeveyn/Bakıcı Sayfası Formlar ve bilgiler KABULLER BAŞVURU FORMU DAVRANIŞ KODU KREŞE GECİKME OYUNCAK VE KİTAP KÜTÜPHANESİ EYFS'DE NELER BEKLENİR Ebeveynlere/Bakıcılara Mektuplar VELİ BİLDİRİM FORMU EYFS İÇİN EBEVEYN REHBERİ VELİ BİLGİLENDİRME KİTABI 3-5 YEDEK KIYAFETLER ÜNİFORMA FİYAT LİSTESİ TOILET TRAINING Velilerimizin Anaokulumuz Hakkındaki Görüşleri Jacob, anaokulunda kendini güvende, desteklenmiş ve sevilmiş hissediyor, otuz saatlik eğitime erişim, yaşıtlarıyla birlikte keşfetmeye ve öğrenmeye daha fazla zaman ayırmasına olanak sağladı. Bu okul, çocukların öğrenmeleri, keşfetmeleri ve çocukluk eğitiminden keyif almaları için en harika ortamı sağlar. Ebeveynler olarak Jacob'a en yüksek standartlarda bakıldığı için kendimizi çok şanslı hissediyoruz. Aile Çalışanı dosyası, onun gelişimsel kilometre taşlarını ve hedeflerini anlamamıza gerçekten yardımcı oldu'. -Eliza Willis - Jacob Willis'in Ebeveyni Bea, hem sosyal hem de akademik olarak büyük ilerleme kaydetti. Kendine olan güveni çok daha yüksek ve ona bu kadar yüksek bir hizmet standardı sağlayamazdık. Küçük kızımız için daha iyi bir hayat isteyemezdik. Bea açık alanı seviyor, bu Anaokulunu seçmemizin birçok nedeninden biri de bu. -Sam McKenna Bea McKenna'nın Velisi Heidi kreşe gelmeyi çok seviyor ve Heidi'nin öğreniminin her alanında ilerleme kaydetmesini sağlamak için tüm özverileri, destekleri ve sıkı çalışmaları için personele ne kadar teşekkür etsem azdır. Kreşte yaşadığı deneyimler muhteşem ve ev ile Okul arasındaki iletişim harika. Teşekkür ederim! -Francine McArdle Heidi Hughes'un Velisi Ruby, yeni insanların yanında her zaman çok yorgun ve çekingendi, okul rutini ve olumlu atmosfer, Ruby'nin daha güvenli hale gelmesi için pratik yapmasına izin verdi. Öğretmenlerin böylesine eğlenceli, yaratıcı ve yaratıcı görevler hazırlamak için harcadıkları çaba gözlerden kaçmadı. Ruby bana dışarıda oynamayı sevdiğini söylüyor, bir ebeveyn olarak açık alanın harika olduğunu düşünüyorum. Ruby'nin çok eğlendiği hikayeleri okumaktan ve resimlerini görmekten hem ben hem de Ruby'nin babası çok keyif aldık! - Courtney Needham - Ruby Needham'ın Ebeveyni Enzo, otuz saatlik eğitimden büyük ölçüde yararlandı. Dil becerileri bu yıl o kadar gelişti ki, artık bizden daha iyi İngilizce konuşuyor, hatta bazen hatalarımızı bile düzeltiyor. Enzo okul rutinini çok seviyor ve güne Masaj ile başlıyor. Sınıf öğretmeni ve aile görevlisi ile iletişimi harika, Enzo'nun okullardan keyif aldığına ve herhangi bir endişenin derhal iletileceğine eminim. -Maria Siqueira - Enzo'nun Ebeveyni Siqueira

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 Are you looking to spend your Early Years Pupil Premium strategically? Kaya Doyle (Programme Manager) has put a short webinar together to support you when considering what to spend your Early Years Pupil Premium, titled 'Maximising the Impact of Pupil Premium in the Early Years'. For the link email: sphubnw@evertoncentre.liverpool.sch.uk Strategic Partners Stronger Practice Hub Privacy Notice