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The benefits of outdoor play 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 Deysbrook Childminding Network By Tracie Dowling My name is Tracie Dowling and I have been a childminder for over 32 years and I live in Anfield Liverpool. I am also part of the strategic team at Liverpool City Region and Beyond Early Years Stronger Practice Hub (EYSPH) and support childminders within the Region. My role is to be a point of call to support the childminders, signpost them to early years funded support programmes and link in with the Education Endowment Foundation (EEF) to promote the Early Years Evidence store and Early Years Tool kit. https://educationendowmentfoundation.org.uk/ The Stronger Practice Hub has funded a Childminder Network drop In at the Deysbrook Village Centre. https://www.deysbrook-vc.co.uk/ This provides the local childminders with a venue to meet up weekly with their minded children, link to myself and each other to share good practice and access face to face support. The childminders and children enjoy attending the drop-in sessions as this supports good practice by giving the children experiences to gain valuable social skills like sharing, taking turns, communication, and cooperation by interacting with others children. Having access to larger group activities such as music and movement and craft time also provides opportunities to develop language skills, motor skills, and overall confidence through play-based learning and exposure to larger group activities and toys and helping with preparing for school transition. The Drop in provides a venue for childminder and child-based training opportunities and a space for childminders to connect and build a community with each other. Over the last few months, the childminders and children have enjoyed the Sustainability Goal bitesize sessions that I have facilitated. https://sdgs.un.org/goals We have focused on one goal each week, for example week 1, we focused on Goal 1 ‘No Poverty’. We all sat together on the carpet and read the story ‘The Three Little Pigs’ we discussed the different types of housing and what it’s like to be homeless. We thought about what the safest house would be and which would have strong foundations that can withstand challenges due to global warming. I provided the children with an activity using wooden ‘Three Little Pig’ story props to decorate using crayons and recyclable materials. At the end of the session, I gave each childminder an information pack explaining why I chose the activity, how I incorporate the goals within my setting, extra reading materials / information around the Sustainability Goals. The following week before we started the next focused activity, we discussed the previous goal and how and what the children did at their childminders setting to include ‘poverty’. One child told me she made a Den, but she got upset because one of the children pulled off the blanket. I suggested next time they use pegs to see if the den stayed up longer. She told me her childminder made another den out of a big sturdy box and this was fun. Another child had used their props to tell the story again. This feedback from the children was invaluable and makes the time I spend putting the activities together all worthwhile. Anne Wrigley a childminder of the Deysbrook Drop in provided me with some amazing feedback. She said by attending the drop in and accessing support gave her confidence when she had her latest OFSTED inspection. By taking part in the bite sized Sustainability Goals awareness made her realise she was already promoting sustainability but hadn’t realised this. Since attending the sessions, she now takes the children to the local charity shop to donate and purchase items and every few weeks she buys wool to knit squares with the children to make blankets for the homeless. Anne and the children go on a trip to St Luke’s church to donate food for families who are less fortunate. During Annes previous OFSTED inspection, the inspector commented on the lack of extra training. In this inspection the inspector said it was evident Anne had been very proactive extending her continuous professional development. Anne explained to the inspector about the SPH webinar recordings and how she liked them as she can dip in and out, at a time that suits her due to the flexibility and thought they were a perfect way to extend her knowledge. Further reading: https://www.strongerpracticehubs.org.uk/hubs/nw/liverpool-city-region-and-beyond-eysph/resources/autumn-time-apples-and-apple-juice-dr https://educationendowmentfoundation.org.uk/early-years/evidence-store https://educationendowmentfoundation.org.uk/early-years/toolkit/play-based-learning https://www.evertonnurseryschoolandfamilycentre.org/childminders https://www.evertonnurseryschoolandfamilycentre.org/early-years-sustainable-hub Strategic Partners Stronger Practice Hub Privacy Notice

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 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

Liverpool City Region and beyond Early Years Stronger Practice Hub Hub Home Events Programmes Documents Subscribe Newsletters Blogs Childminders Early Years Professional Development Programme Recruitment Anchor 1 Anchor 2 Mathematics 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 ENABLING ENVIRONMENTS Save The Date Wednesday 17th September 3.45-4.45p.m. Join us as we explore evidence-based auditing tools you can use to develop high quality Early Years provision. Email the Hub to register sphubnw@evertoncentre.liverpool.sch.uk CHILDMINDER CONFERENCES Saturday 16th August 2025 at The Lake House Cambridge Road, Waterloo, Liverpool L22 1RR, 9.30a.m. to 12.30p.m. Our Theme for the conference is: Intergenerational sustainability and early numeracy with Dr. Diane Boyd, Independent Consultant. Diane will share examples of how young children under five explore early numeracy linked to Intergenerational sustainability. Limited Spaces please Email sphubnw@evertoncentre.liverpool.sch.uk if you would like to attend. Online Childminder Network which is the last Saturday morning 10a.m. – 11.30a.m. of every month: LEARNING WALKS Are you looking for a Learning Walk in another school or setting to see early years in action? We have the following on offer. Please email the sph email if you would like to book on. June Cargill Childminding re Learning Walk at a Childminder Setting: EYFS and Outdoor Provision on Thursday 7th and/or Friday 8th August 2025 Sessions are between 09.30am to 1130am or 1pm to 3pm Booking required if you are a childminder (children welcome) or interested to learn more about Childminding Settings Liverpool L14 near to Alder Hey Hospital, Liverpool and bus routes. 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 recorded fourteen sessions online for staff training: Conference from 29th March on Interactive Reading re 1 hour, 30 minutes with Alex Gower-Jones. See the Interactive Reading Case Study on the Stronger Practice Hub website. Lets Talk About Books Conference from Saturday 22nd March on the 17 Sustainable Development Goals – An Introduction re 2 hours with Diane Boyd. 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, from our Hub team 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 as a staff team with young children. COMMUNICATION AND LANGUAGE: online recorded session by Amanda Quirk, Early Years Advisory Teacher, from our Hub team has put together an online programme for early years staff exploring communication and language. OAP (ORDINARY AVAILABLE PROVISION): – Amanda Quirk, Early Years Advisory Teacher, from our Hub team 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) has recorded a practical session online to share with colleagues to explore mathematics. Email the sph email if you would like to access the session via Vimeo. SENSORY CURRICULUM RECORDED ONLINE - Emma-Louise Scott (Nurture Teacher) from Everton Nursery School and Family centre shares her experiences and practical examples of a sensory curriculum. 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 sign up for Dingley’s modules if you haven’t already: DINGLEY’S PROMISE If you are a Liverpool practitioner you can access Dingley’s Promise free. Please register at the following: https://dingley.org.uk/dingleys-promise-training/early-years-inclusion-programme/ Click the link, register, then access whenever suits. Outside of Liverpool please look at the Dingley’s Promise website https://dingley.org.uk/ for more information. If you would like to access any of the modules please register an interest in the sph email address. sphubnw@evertoncentre.liverpool.sch.uk CHILDMINDER DROP IN Deysbrook Network: Deysbrook Village Community Centre, Liverpool L12 4XF 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 If you attend a drop in or meet up with other childminders across the Liverpool City Region and Beyond area, please let us know so we can advertise, allowing local childminder colleagues to attend, join in and network. 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 NETWORK RESOURCE BAGS 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 and with a group of childminder colleagues and shared as a lending library.        Also included will be Outdoor and Nature, Habitats and Musicical Instruments bags. If you would like to access these resources, email us on our sph email address. Don’t forget to access information from our national Stronger Practice website. Liverpool City Region and Beyond Early Years Stronger Practice Hub | Stronger Practice Hubs Here you will find information about our podcasts as well as blogs and training sessions. Many thanks Lesley Curtis Programme Lead for Liverpool City Region and Beyond, Early Years Stronger Practice Hub Strategic Partners Stronger Practice Hub Privacy Notice

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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 Exploring Understanding the world By Michelle Bennett. (Childminder) My Name is Michelle Bennett and I am an OFSTED Registered, outstanding childminder which I have undertaken for eleven years. I am based in the Morecambe area of Lancashire and one of the Lancashire leads for childminders in my area. I am the childminding representative for the Morecambe Bay curriculum and have worked previously in numerous Nurseries and as a teaching assistant in a local primary school. I am very passionate about the work we all do, as we are, in my opinion, very lucky to support education. We develop the young people that come to us, with their learning and understanding of the world that we live in. I believe that our actions will enable and encourage their knowledge for learning of the prime areas and specific area of learning: Communication and language, Physical development, Personal, social and emotional development Literacy, Mathematics, Understanding the world and Expressive arts and design I am passionate about the freedom of childminding, and creating awe and wonder every day. For me play is so important in so many ways as this supports children to learn and develop and as a childminder I can plan for the children’s interests as individuals. In this blog I will share with you how the children gained knowledge of the circus theme and scarecrows and increased their vocabulary from a visit to a local village. What did our children find on the visit to a local themed experience? Our visit was to the annual Wray scarecrow display. This is the oldest running scarecrow display in the UK, since 1992 and is run by a committee of local people from the village of Wray, Lancashire. The display of scarecrows has a different theme each year, and most of the local community of Wray will make a scarecrow for this event. The children that come to me, on the week leading up to the visit did talk about the theme and what they knew about scarecrows and the theme. This year the theme was circus. We had numerous conversations between myself and the children, as well as conversations between child to child, and the topic of the conversations they were having was about what type of activities / acts that you would see in a circus? The vocabulary included: strong man, jugglers, tightrope walkers, acrobats, clowns. Where do the circus people live? What nationality or country do the circus people come from? What is a circus tent made from? How are the scarecrows at Wray made? Who makes them? Why do they make them? Who chooses the theme and what scarecrow they would make if they lived in Wray? The day of the visit to Wray…. We were armed with cameras for the children to take photos of what they wanted to. As we were going around Wray there was lots of conversations of what the children could see, what they like and why they liked the scarecrows and displays. We spoke about favourite colours, the different sizes of scarecrows, the role of the scarecrow made and what their role is in a circus theme. The children spoke with local people and asked why they had made their scarecrow and what was the reason for the ones they made. Two of the children that were present had come the last three years with me, and they could remember the last year’s theme (which was magic) and spoke about that, with the current children. They spoke about the previous children that had come on the previous visits and what they liked and where they were now. While we were having our lunch, the children had conversations between themselves, about which scarecrows were their favourite and why they were. When we return back home, this continued the theme and children decided to demonstrate Circus skills, drawings, role play games and ask numerous questions. The following week after the visit…. The week after we had visited Wray, the children were keen to make some scarecrows, so we made smaller ones and a big one, using sticks and decorated them using the fantastic box of crafts I won after attending the recent Stronger Practice Hub conference, which all the children loved using these crafts. The scarecrows where then placed around the garden and the children made their own pretend village scarecrow display. The children began role playing at being the local people of their pretend village. We also dressed up as scarecrows with a circus theme with items we purchased from local charity shops. When we purchased these items of clothing from the charity shops, we talked about what charity shops do, the reason behind the purpose of the shop. Why local people donate and buy from them, and about sustainability and my children have really been understanding all about recycling. What does the evidence say for Understanding the world? Understanding the world involves guiding children to make sense of their physical world and their community. The frequency and range of children’s personal experiences increases their knowledge and sense of the world around them – from visiting parks, libraries and museums to meeting important members of society such as police officers, nurses and firefighters. In addition, listening to a broad selection of stories, non-fiction, rhymes and poems will foster their understanding of our culturally, socially, technologically and ecologically diverse world. As well as building important knowledge, this extends their familiarity with words that support understanding across domains. Enriching and widening children’s vocabulary will support later reading comprehension. Taken from: https://assets.publishing.service.gov.uk/media/670f8c0f366f494ab2e7b93d/EYFS_statutory__framework_for_childminders.pdf The https://educationendowmentfoundation.org.uk/early-years/evidence-store references Communication and Language which became part of our focus within the visit as the children spoke to each other, with myself and grew in their understanding of new vocabulary connected with the circus. This resulted in the children knowing more and remembering more through their visit from last year and this year. Exploring the DfE module 4 on supporting language development in the early years enabled me to appreciate even more the importance of a language rich approach where interactions are promoted. I consider the circus theme visit supported both the children in their learning and development which in turn supported my continuous professional development (CPD) in researching the theme and the learning opportunities for the children in communication and language, physical development and Understanding the world. The children and I are looking forward to our next visit out to extend learning further within Understanding the world and the other Early Years Foundation Stage areas of learning. References: https://www.evertonnurseryschoolandfamilycentre.org/strongerpracticehub https://www.strongerpracticehubs.org.uk/hubs/nw/liverpool-city-region-and-beyond-eysph https://wrayscarecrows.wordpress.com/ https://educationendowmentfoundation.org.uk/early-years/evidence-store https://birthto5matters.org.uk/ https://www.ncfe.org.uk/media/xbcbjrfj/early-years-sustainability-resource.pdf https://assets.publishing.service.gov.uk/media/670f8c0f366f494ab2e7b93d/EYFS_statutory__framework_for_childminders.pdf https://child-development-training.education.gov.uk/about/module-4 https://child-development-training.education.gov.uk/about/module-5 Strategic Partners Stronger Practice Hub Privacy Notice

Welcome to Everton Children's Centre Opening Hours: Monday 8:30 am–4:30 pm Tuesday 8:30 am–4:30 pm Wednesday 8:30 am–4:30 pm Thursday 8:30 am–4:30 pm Friday 8:30 am–4:30 pm Saturday Closed Sunday Closed Telephone: 0151 233 1969 Childrens Centre Home | Help and Advice | Family Activities | Splash Pool | Summer Holiday Timetable Activities Bu proje, Liverpool Şehir Bölgesi ESF Çalışma Yolları Programının bir parçasıdır ve kısmen Avrupa Sosyal Fonu ve Gençlik İstihdamı Girişimi tarafından finanse edilmektedir. Program, yerel halkı iş arama, koçluk ve rehberlik, iş deneyimi, eğitim, beceri geliştirme ve bilgi, tavsiye ve rehberlik yoluyla desteklemeyi amaçlamaktadır. Aile Merkezimize hoş geldiniz Ofsted tarafından Ocak 2011'de 'Üstün' bir Çocuk Merkezi olarak, müstakbel anne-babalara ve beş yaş altı çocuklara ve ailelerine destek sağlıyoruz. Erken Müdahale Aile Çalışanları ve Toplum Katılımı Çalışanları, aile yaşamlarını iyileştirmeye yardımcı olmak için toplumdaki ebeveynler ve bakıcılarla yakın işbirliği içinde çalışmak üzere Everton'da yerleşiktir. Çocuk merkezimiz, Liverpool'daki 26 çocuk merkezinden biridir. Çocuk merkezleri, beş yaşından küçük çocukları olan aileler için bakım, eğitim, sağlık, toplum geliştirme ve aile hizmetlerini bir araya getirir. Personel ekibimiz, çocuklar için mümkün olan en iyi öğrenme, sağlık ve esenlik sonuçlarını sağlamak için aileler ve toplumla birlikte çalışır. Everton Anaokulu ve Aile Merkezi'nde geçireceğiniz zamanın keyifli geçeceğine inanıyor ve sizi tamamen faaliyetlerimize katılmaya davet ediyoruz. Ailelere Yönelik Hizmetler Everton Anaokulu ve Aile Merkezi, aileler için çeşitli kapsayıcı hizmetler sunmaktadır. Sağlık ve ebeveyn destek hizmetlerinin çoğu, ailelere çok az veya ücretsiz olarak sağlanmaktadır. Tuvalet eğitimi - Oldukça popüler olan bu program, ebeveynlere çocukları okula hazır hale getirmeyi ve bezsiz kalmalarını öğretme konusunda oldukça başarılıdır. Aile desteği - Personel ekibimiz aile desteği konusunda çok deneyimlidir. Gerektiğinde ailelere sosyal yardım ev ziyaretleri sunuyoruz. Sağlık ziyaretçiniz veya ebeniz sizi merkeze sevk edebilir. Ayrıca çok cana yakın ekibimizden destek istemek için arayabilir veya uğrayabilirsiniz. Sağlık ve Esenlik - Diş sağlığı, sağlıklı beslenme ve fiziksel aktivite, çocuk gelişimi ve ebeveynlik bilgileri ile ilgili sağlığı geliştirme materyalleri ve faaliyetleri. Sitemizde her salı öğleden sonra Sağlık Ziyaretçi Klinikleri düzenlenmektedir. Seanslarda ebe rezervasyonu her salı tüm gün yerinde yapılmaktadır. Bebeğiniz İçin Hazır Olun - Gebeliğinizin sonraki aşamalarında yapılan üç seans. Bebeğinizin gelişine hazırlanmanıza yardımcı olmak için ebe ile yakın bir şekilde çalışıyoruz. Konuşma ve Dil Terapistleri, rezerve edilen randevularla yerinde terapi ve destek sağlar. Ebeveynler için Pediatrik İlk Yardım - Merkez, ebeveynlerin çok küçük çocuklara bakmanın bu önemli unsuru konusunda eğitim almaları için düzenli olarak pediatrik ilk yardıma ev sahipliği yapıyor. Kazalar olur ve bu program size olaylarla başa çıkma konusunda kendinize nasıl güvenebileceğinizi ve acil servisleri ne zaman arayacağınızı gösterecek. Öğrenme ve Bakım - Küçük bir çocuğun ebeveyni veya bakıcısı olarak, çocuğunuzun gelişimi üzerinde ana etki sahibi sizsiniz. Erken çocukluk öğrenimi ve bakım faaliyetleri, bu önemli rolde size yardımcı olmak için mevcuttur. Bunlar şunları içerir: Kal ve Oyna - Bu, çocuğunuzun diğer çocuklarla nasıl sosyalleşeceğini öğrenmesine destek olacaktır. Hikaye ve Kafiye - Bunlar, çocuğunuzun kitap sevgisini geliştirmesi ve dikkatini çekmeyi ve kısa öyküler dinlemeyi öğrenmesi için harika bir fırsat. Çocuklar ayrıca haftalar boyunca birçok yeni tekerleme öğrenecekler. karın zamanı - Bu, merkez için yeni bir programdır. Bu programı, ebeveynlerin baby'yi uyanık olduklarında karınları üzerinde oynamaya teşvik etme konusunda kendilerine daha fazla güvenmelerine yardımcı olmak için sunuyoruz. Bebekler çok geçmeden yüz üstü pozisyonda yuvarlanmayı ve sürünmeyi öğrenirler. Bebekler Uyum İçinde - Bebekler ve 3 yaşından küçük çocuklar için. Küçük çocukların müzik yoluyla nasıl öğrendiklerini bilen ve anlayan bilgili müzisyenler tarafından sunulan güzel bir müzik seansı. Bu haftalık seanslar, ebeveynleri bebeğinizin müzik yoluyla nasıl öğrendiğini izleme konusunda desteklemek için tasarlanmıştır. Duyusal Oda - Bu cazip oda, topluluktaki tüm ebeveynlerimiz için mevcuttur. Çocuğunuzun yumuşak oyun alanında özgürce ve güvenle dolaşmasına, ışıkları ve renkli su fıskiyesini keşfetmesine izin verin. Teklifimiz Çocuğunuz için en iyi başlangıcı ve sizin ve ailenizin keyfini çıkarması için birçok ÜCRETSİZ yüksek kaliteli hizmet ve aktivite sunuyoruz. Activities Bu proje, Liverpool Şehir Bölgesi ESF Çalışma Yolları Programının bir parçasıdır ve kısmen Avrupa Sosyal Fonu ve Gençlik İstihdamı Girişimi tarafından finanse edilmektedir. Program, yerel halkı iş arama, koçluk ve rehberlik, iş deneyimi, eğitim, beceri geliştirme ve bilgi, tavsiye ve rehberlik yoluyla desteklemeyi amaçlamaktadır. Aile Merkezimize hoş geldiniz Ofsted tarafından Ocak 2011'de 'Üstün' bir Çocuk Merkezi olarak, müstakbel anne-babalara ve beş yaş altı çocuklara ve ailelerine destek sağlıyoruz. Erken Müdahale Aile Çalışanları ve Toplum Katılımı Çalışanları, aile yaşamlarını iyileştirmeye yardımcı olmak için toplumdaki ebeveynler ve bakıcılarla yakın işbirliği içinde çalışmak üzere Everton'da yerleşiktir. Çocuk merkezimiz, Liverpool'daki 26 çocuk merkezinden biridir. Çocuk merkezleri, beş yaşından küçük çocukları olan aileler için bakım, eğitim, sağlık, toplum geliştirme ve aile hizmetlerini bir araya getirir. Personel ekibimiz, çocuklar için mümkün olan en iyi öğrenme, sağlık ve esenlik sonuçlarını sağlamak için aileler ve toplumla birlikte çalışır. Everton Anaokulu ve Aile Merkezi'nde geçireceğiniz zamanın keyifli geçeceğine inanıyor ve sizi tamamen faaliyetlerimize katılmaya davet ediyoruz. Ailelere Yönelik Hizmetler Everton Anaokulu ve Aile Merkezi, aileler için çeşitli kapsayıcı hizmetler sunmaktadır. Sağlık ve ebeveyn destek hizmetlerinin çoğu, ailelere çok az veya ücretsiz olarak sağlanmaktadır. Tuvalet eğitimi - Oldukça popüler olan bu program, ebeveynlere çocukları okula hazır hale getirmeyi ve bezsiz kalmalarını öğretme konusunda oldukça başarılıdır. Aile desteği - Personel ekibimiz aile desteği konusunda çok deneyimlidir. Gerektiğinde ailelere sosyal yardım ev ziyaretleri sunuyoruz. Sağlık ziyaretçiniz veya ebeniz sizi merkeze sevk edebilir. Ayrıca çok cana yakın ekibimizden destek istemek için arayabilir veya uğrayabilirsiniz. Sağlık ve Esenlik - Diş sağlığı, sağlıklı beslenme ve fiziksel aktivite, çocuk gelişimi ve ebeveynlik bilgileri ile ilgili sağlığı geliştirme materyalleri ve faaliyetleri. Sitemizde her salı öğleden sonra Sağlık Ziyaretçi Klinikleri düzenlenmektedir. Seanslarda ebe rezervasyonu her salı tüm gün yerinde yapılmaktadır. Bebeğiniz İçin Hazır Olun - Gebeliğinizin sonraki aşamalarında yapılan üç seans. Bebeğinizin gelişine hazırlanmanıza yardımcı olmak için ebe ile yakın bir şekilde çalışıyoruz. Konuşma ve Dil Terapistleri, rezerve edilen randevularla yerinde terapi ve destek sağlar. Ebeveynler için Pediatrik İlk Yardım - Merkez, ebeveynlerin çok küçük çocuklara bakmanın bu önemli unsuru konusunda eğitim almaları için düzenli olarak pediatrik ilk yardıma ev sahipliği yapıyor. Kazalar olur ve bu program size olaylarla başa çıkma konusunda kendinize nasıl güvenebileceğinizi ve acil servisleri ne zaman arayacağınızı gösterecek. Öğrenme ve Bakım - Küçük bir çocuğun ebeveyni veya bakıcısı olarak, çocuğunuzun gelişimi üzerinde ana etki sahibi sizsiniz. Erken çocukluk öğrenimi ve bakım faaliyetleri, bu önemli rolde size yardımcı olmak için mevcuttur. Bunlar şunları içerir: Kal ve Oyna - Bu, çocuğunuzun diğer çocuklarla nasıl sosyalleşeceğini öğrenmesine destek olacaktır. Hikaye ve Kafiye - Bunlar, çocuğunuzun kitap sevgisini geliştirmesi ve dikkatini çekmeyi ve kısa öyküler dinlemeyi öğrenmesi için harika bir fırsat. Çocuklar ayrıca haftalar boyunca birçok yeni tekerleme öğrenecekler. karın zamanı - Bu, merkez için yeni bir programdır. Bu programı, ebeveynlerin baby'yi uyanık olduklarında karınları üzerinde oynamaya teşvik etme konusunda kendilerine daha fazla güvenmelerine yardımcı olmak için sunuyoruz. Bebekler çok geçmeden yüz üstü pozisyonda yuvarlanmayı ve sürünmeyi öğrenirler. Bebekler Uyum İçinde - Bebekler ve 3 yaşından küçük çocuklar için. Küçük çocukların müzik yoluyla nasıl öğrendiklerini bilen ve anlayan bilgili müzisyenler tarafından sunulan güzel bir müzik seansı. Bu haftalık seanslar, ebeveynleri bebeğinizin müzik yoluyla nasıl öğrendiğini izleme konusunda desteklemek için tasarlanmıştır. Duyusal Oda - Bu cazip oda, topluluktaki tüm ebeveynlerimiz için mevcuttur. Çocuğunuzun yumuşak oyun alanında özgürce ve güvenle dolaşmasına, ışıkları ve renkli su fıskiyesini keşfetmesine izin verin. Teklifimiz Çocuğunuz için en iyi başlangıcı ve sizin ve ailenizin keyfini çıkarması için birçok ÜCRETSİZ yüksek kaliteli hizmet ve aktivite sunuyoruz. Childrens Centre Home | Help and Advice | Family Activities | Splash Pool

Our staff team works together with families and the community to provide the best possible learning, health and well-being outcomes for children. Childrens Centre Home | Help and Advice | Family Activities | Splash Pool | Summer Holiday Timetable 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 Childrens Centre Home | Help and Advice | Family Activities | Splash Pool

Childrens Centre Home | Help and Advice | Family Activities | Splash Pool | Summer Holiday Timetable 1/5 Konferans Olanakları ve Oda Kiralama Havuz Seansları Mevcut , Çarşamba ve Perşembe oturum saatleri 9.45am - 10.45am,11.15am - 12.15pm, 1.15pm - 14.15pm . Yetişkin başına 4,00 £ maliyet. Childrens Centre Home | Help and Advice | Family Activities | Splash Pool

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 Reddish Vale Nursery School Blog Becoming physical development champions and beyond…. This blog explores the importance of evaluating the opportunities available to promote physical development in the early years, with a particular focus on promotion children’s independence, risk taking and following their lead. Our pedagogy Opportunities for outdoor play are vital in the Early Years Foundation Stage (EYFS). Reddish Vale Nursery places equal value on outdoor and indoor play, and the well-resourced outdoor area is an important part of the continuous provision. As a team we work on the premise that regular activity is vital for strengthening neural networks, where regular, intense exercise results in the growth of neurons to aid memory and learning. Opportunities in the outdoor area are designed to improve concentration, hand eye coordination, confidence and decision making. The evidence RISE at Manchester Metropolitan University outlines the importance of physical development where ‘Physical development lays the foundation for learning, health and wellbeing. The more physically active we are as young children, the more likely we are to maintain an active lifestyle later in life. This sets a positive health trajectory, promoting long-term physical well-being and reducing the risk of chronic diseases. Encouraging early physical activity is crucial for establishing healthy habits and also impacts greatly on early literacy and the social, emotional, and cognitive development of children.’ Rise x Future Me at Manchester Met (mmu.ac.uk) Children who are given the opportunity to play outdoors are shown to have better planning, attention and inhibition where regular activity reduces stress, and increases self-regulation. Children learn how to control their bodies, develop physical competence and an enjoyment of outdoors and to practice problem solving. The Education Endowment Foundation (EEF) on the Early Years Evidence Store key findings in ‘promoting physical activity’ outlines the following: There is evidence that promoting physical activity improves children’s physical development outcomes including a range of movement skills. Encouraging enjoyment through play and a focus on child-directed choice are effective strategies to further support children’s physical development. Motivating children to be physically active through the use of resources or equipment, both outdoors and indoors, can support children’s physical development. Educators have an important role to play in structuring the environment and activities to support children’s physical development. EEF | Physical Development (educationendowmentfoundation.org.uk) Becoming Physical Development Champions Reddish Vale Nursery School engaged in Physical Development Champion training where we evaluated our current environment and made some changes to promote gross motor skills. We removed the majority of chairs from the tables to enable children to stretch for resources. We made group times more physical. We increased activities which help to develop core strength. We corrected W sitting where this was happening. We also provided more opportunities for tummy time. Although we have always promoted independence in children we looked for times of the day where we could increase opportunities for this. We encourage children to pour their own drinks at snack time and peel their own fruit. At lunch time children collect their own lunches and clear away after themselves. 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. The furniture was also checked to ensure that this was appropriate for the individual and we changed chairs to enable children to anchor themselves properly when seated, with both feet on the floor. Some chairs with arms are used for children that need extra support. Beyond our Physical Development Champion work – what did we do next? Observation and reflection The EEF studies looked at the benefits of introducing different resources to stimulate interest or encourage nature-based play. Different or new resources could be smaller tools such as hand tools and jigsaws or more dynamic toys such as balls or climbing frames. In nature-based studies, children were encouraged to participate in more risky play through climbing natural structures. Likewise, freedom to play with natural elements such as grass, rocks, and branches was supported. These activities all led to improvements in children’s physical development outcomes. A common theme across the evidence was ensuring that children were provided with choice and a high degree of independence. EEF | Physical Development (educationendowmentfoundation.org.uk) Introducing a gravel pit Gravel pits can bring the following benefits: 1. Sensory Development Gravel offers a unique tactile experience different from sand, water, or soil. This helps children explore texture, weight, and sound, enriching their sensory input. 2. Fine Motor Skills Scooping, pouring, picking up, and sifting small stones promotes hand-eye coordination and dexterity. Using tools like shovels, buckets, or sieves builds grip strength and control. 3. Creativity and Imaginative Play Gravel can be used in pretend construction, road-building, or even as "ingredients" in play kitchens. It encourages open-ended play, allowing children to invent their own games and stories. 4. STEM Learning Children naturally engage in early science and math concepts through sorting by size, counting stones, or experimenting with gravity and volume. Opportunities for cause and effect learning, like observing how gravel moves or shifts. At Reddish Vale Nursery School, the children made their own gravel pit using tarpaulin, sleepers and a huge order of pea sized gravel. Climbing opportunities in the 2s Through observing our 2 year olds we noticed their need for a constructive physical outlet, helping them to burn energy and regulate emotions and behaviour afterward. We therefore introduced a climbing wall where 1.Gross Motor Development Climbing strengthens large muscle groups in the arms, legs, and core. This helps develop balance, coordination, and body awareness. 2. Fine Motor and Grip Strength Grasping climbing holds improves hand strength, finger dexterity, and fine motor control—important for future skills like writing and self-care. 3. Confidence and Independence Climbing challenges young children in a way that lets them experience success, promoting self-esteem and a sense of achievement. It encourages independent decision-making and exploration. Conclusion When did you last evaluate your environment through the physical development lens? Do your routines and environments all offer opportunities for independence? Are your children encouraged to take risks? Are there opportunities for tummy time, even for older children? Look specifically at what the children are already doing and how this could be developed. Do you already have resources that could be introduced in a different way? Are you making the best use of the space you’ve got? References https://educationendowmentfoundation.org.uk/early-years/evidence-store/physical-development https://www.reddishvalenursery.stockport.sch.uk/our-curriculum/physical-development-champions https://rise.mmu.ac.uk/topic/the-importance-of-physical-development/ https://assets.publishing.service.gov.uk/media/670fa42a30536cb92748328f/EYFS_statutory_framework_for_group_and_school_-_based_providers.pdf Physical Development Physical activity is vital in children’s all-round development, enabling them to pursue happy, healthy and active lives9. Gross and fine motor experiences develop incrementally throughout early childhood, starting with sensory explorations and the development of a child’s strength, co-ordination and positional awareness through tummy time, crawling and play movement with both objects and adults. By creating games and providing opportunities for play both indoors and outdoors, adults can support children to develop their core strength, stability, balance, spatial awareness, co-ordination and agility. Gross motor skills provide the foundation for developing healthy bodies and social and emotional well-being. Fine motor control and precision helps with hand-eye co-ordination, which is later linked to early literacy. Repeated and varied opportunities to explore and play with small world activities, puzzles, arts and crafts and the practice of using small tools, with feedback and support from adults, allow children to develop proficiency, control and confidence. P10. https://child-development-training.education.gov.uk/about/module-5 Strategic Partners Stronger Practice Hub Privacy Notice