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

Ofsted Raporları Everton Anaokulu ve Aile Merkezi, 16 Ekim 2018 tarihinde kısa denetim çerçevesinin 8. Bölümü kapsamında HMI tarafından denetlenmiştir. Başöğretmen Dr. Lesley Curtis'e gönderilen mektubun bir kopyası için lütfen aşağıya tıklayın OBE. Everton Anaokulu ve Aile Merkezi, 2004'ten bu yana bir Anaokulu olarak beşinci Olağanüstü karar olan Üstün Karar'ı sürdürdü. Click Burada Mektubu okumak için . Everton Anaokulu ve Aile Merkezi Ofsted Raporu Everton Anaokulu ve Aile Merkezi, Mayıs 2014'te Ofsted tarafından denetlendi ve Olağanüstü kararı verildi. Click raporu okumak için burada. Mayıs 2014 öncesinde, Everton Anaokulu ve Aile Merkezi de Mayıs 2011, Mayıs 2008 ve Mayıs 2004 tarihlerinde denetlenmiştir. Bu denetim raporlarının her birini indirmek ve okumak için lütfen buraya tıklayın . Everton Anaokulu ve Aile Merkezi Kreş Ofsted Raporu Everton Anaokulu ve Aile Merkezi Gündüz Bakımevi bölümü, Eylül 2014'te denetlendi ve burada Olağanüstü bir karar verildi. Bu denetim raporunu indirmek ve okumak için lütfen buraya tıklayın . Everton Çocuk Merkezi Ofsted Raporu Everton Çocuk Merkezi Ocak 2011'de teftiş edildi ve burada Olağanüstü bir karar verildi. Bu denetim raporunu indirmek ve okumak için lütfen buraya tıklayın .

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

In Harmony Liverpool is inspired by Venezuela’s El Sistema and uses orchestral music-making to improve the health, education and aspirations of children and young people in Everton. Ahenk içinde 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_ Sophie Plumb john-connolly Alex Holladay Gareth Twigg Alexandra Dunn In Harmony Liverpool ile nasıl iletişime geçilir: Tel: 07800 873981 www.liverpoolphil.com/inharmonyliverpool www.twitter.com/IHLiverpool https://www.facebook.com/LiverpoolPhilharmonic

All 3 to 4-year-olds in England already receive 15 hours free early education a week, or 570 hours a year. From September 2017 some 3 and 4-year-olds will be entitled to 30 hours free early education/childcare a week, or 1140 hours a year. 30 Saat İngiltere'deki 3 ila 4 yaşındakilerin tümü şimdiden haftada 15 saat veya yılda 570 saat ücretsiz erken eğitim alıyor. Eylül 2017'den itibaren 3 ve 4 yaşındaki bazı çocuklar haftada 30 saat veya yılda 1140 saat ücretsiz erken eğitim/çocuk bakımı hakkına sahip olacak. Çocuğunuzun 3. yaşını takip eden dönemden zorunlu eğitim çağına gelene kadar talepte bulunabileceksiniz. uygunluk Uygunluğunuz şunlara bağlıdır: eğer çalışıyorsan geliriniz (ve varsa eşinizin geliri) çocuğunuzun yaşı ve koşulları göçmenlik durumunuz Universal Credit, vergi kredileri, çocuk bakımı kuponları veya Tax-Free Childcare talep ederken aynı zamanda 30 saat ücretsiz çocuk bakımı alabilirsiniz. eğer çalışıyorsan Siz (ve varsa eşiniz) aşağıdaki durumlarda genellikle 30 saat ücretsiz çocuk bakımı alabilirsiniz: işte hastalık izninde veya yıllık izinde paylaşılan ebeveynlik, doğum, babalık veya evlat edinme izninde 3 ila 4 yaşındaki bir çocuk için evlat edinme iznindeyseniz, 30 saatlik ücretsiz çocuk bakımı için ilk başvurduğunuz tarihten itibaren 31 gün içinde işe dönmeniz gerekir. Çalışma düzeniniz koronavirüs (COVID-19) nedeniyle değiştiyse, yine de 30 saat ücretsiz çocuk bakımı alabilirsiniz. Şu anda çalışmıyorsanız Eşiniz çalışıyorsa ve İş Göremezlik Ödeneği, Ağır Sakatlık Ödeneği, Bakıcı Ödeneği veya katkıya dayalı İstihdam ve Destek Ödeneği alıyorsanız, yine de hak sahibi olabilirsiniz. Önümüzdeki 31 gün içinde işe başlıyorsanız veya yeniden başlıyorsanız başvurabilirsiniz. 30 saat ücretsiz çocuk bakımı başvurusu Tek bir çevrimiçi çocuk bakımı hizmeti başvurusunda 30 saat ücretsiz çocuk bakımı başvurusunda bulunabilirsiniz. www.childcare-support.tax.service.gov.uk 30 saatlik yerinizi güvence altına almak 30 saat ücretsiz çocuk bakımı için uygun olabileceğinizi düşünüyorsanız, lütfen mümkün olan en kısa sürede bize bildirin. Daha fazla bilgi için ziyaret edin:www.childcare-support.tax.service.gov.uk GOV.UK - Devlet hizmetleri ve bilgilerinin bulunabileceği yer.

EYSH SDG 6 | ENSFC Ahenk içinde UNESCO SDG 6 LINK SDG 6 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

Özel Eğitim İhtiyaçları ve Engellilik Everton Anaokulu ve Aile Merkezinde, yeteneklerine, yaşlarına, etnik kökenlerine veya cinsiyetlerine bakılmaksızın tüm çocuklar için her zaman mümkün olan en yüksek öğrenim ve öğretim standartlarını sağlamaya kararlıyız. Çocukların kendi hızlarında öğrendiklerini ve geliştiklerini kabul etsek de amacımız, dikkatle farklılaştırılmış öğretme ve öğrenme deneyimleri aracılığıyla ve ulaşılması gereken istek uyandıran hedefler belirleyerek tüm çocuklara meydan okumaktır. Özel Eğitim Gereksinimleri ve Engelli çocuklara özenle yüksek kaliteli eğitim sağlamak için yaptığımız her şeyi özetleyen Okul Teklifi belgemiz için lütfen aşağıya bakın. Okul Teklifi belgemizi indirin ve okuyun. Özel Eğitim İhtiyaçları ve Engellilik politikamızı indirin ve okuyun. Download and read our Special Educational Needs and Disability Summary. Erişilebilirlik Planımızı indirin ve okuyun. Click burada Liverpool Yerel Yönetimi 'Erken Yardım Dizini' sayfasına erişmek için.

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 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

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Vali Bilgileri Anayasa Valilerin Katılımı Valiler Katılım PFR Veli Valiler Vali El Kitabı Vali Yıl Planlayıcısı Guvernörler ve Komite Yapısı Guvernör Üyeliği ve Bilgileri 2022/2023

Fundamental British Values at Everton Nursery School and Family Centre Temel İngiliz Değerleri Everton Anaokulu ve Aile Merkezinde Temel İngiliz Değerleri Aşağıda, Everton Anaokulu ve Aile Merkezindeki değerlerimizin Hükümetin İngiliz Değerleri tanımını nasıl temsil ettiği gösterilmektedir: fundamental british values Ayrıca kendi Everton Anaokulu ve Aile Merkezi temel değerlerimize sahibiz. Bunlar aşağıdaki gibidir: mükemmellik Şunları yaparak pratikte uyguluyoruz: değerlerimizi davranışlarımızla yaşamak ebeveynlerin/bakıcıların beklentilerinin ne olduğunu bilmek ve onları karşılamak/aşmak her şeyin geliştirilebileceğine inanmak güvenli, sağlıklı ve temiz bir çevre sağlamak Özenle mükemmel bir eğitim sağlama taahhüdünü göstermek tüm kararların merkezinde çocukla işbirliği içinde çalışmak önemseyen dürüst ve kararlı bir kuruluş Pratikte şu yollarla uyguluyoruz: açıklık içerme tüm ilişkilerimizde dürüstlük göstermek yapacağımızı söylediğimiz şeyi yapmak güvene değer vermek Aidiyet Pratikte şu yollarla uyguluyoruz: çocuklar, ebeveynler/bakıcılar ve personel birlikte öğreniyor çeşitliliğe değer vermek ve farklılığı kutlamak dinlemek ve başkalarıyla fikir paylaşmak mülkiyet öğrenme ortamına saygı ve gurur duymak Tutku ve Sürüş Pratikte şu yollarla uyguluyoruz: bir ekip çalışmasına değer vermek yenilikçi, yaratıcı, üretken ve verimli olmak değişim yaratmada proaktif olmak sürekli iyileştirme için geçmiş uygulamaları gözden geçirmek Bir farklılık yaratmak Pratikte şu yollarla uyguluyoruz: Hayatboyu Öğrenme işbirliği – bir dinleme yaklaşımı olumlu sonuç/ilerleme Everton Anaokulu ve Aile Merkezi'nde çocuklar ve ailelerle üstlendiğimiz tüm çalışmalarda bu temel değerlerin tümünü pratikte göreceksiniz. Promoting fundamental British values

We are a SAFE School and Children's Centre ​Parents/carers should be aware that Everton Nursery School and Family Centre will take any responsible action to ensure the safety of its children. Çocuk Koruma ve Koruma GÜVENLİ Bir Okul ve Çocuk Merkeziyiz Ebeveynler/bakıcılar, Everton Anaokulu ve Aile Merkezi'nin çocuklarının güvenliğini sağlamak için her türlü sorumlu önlemi alacağını bilmelidir. Kreş/merkez personelinin bir çocuğun kötü muameleye, ihmale veya diğer suiistimal biçimlerine maruz kalabileceği konusunda endişelenmek için nedenleri olduğu durumlarda, Baş Öğretmenin/Merkez Başkanının Liverpool Çocuk Koruma prosedürlerini ve Çocuk Hizmetlerini endişe hakkında bilgilendirin. Baş Öğretmen/Merkez Başkanı böyle yaparak çocuğun güvenliğine halel gelmeyeceğinden emin olmadıkça, Ebeveynler/Bakıcılar endişeler hakkında her zaman tam olarak bilgilendirilmeyecektir. Adlandırılmış Belirlenmiş Koruma Lideri: Lesley Curtis (Baş Öğretmen/Merkez Başkanı) Adlandırılmış Atanmış Yardımcı Koruma Liderleri şunlardır: Faye O'Connor paula fagan Ruth Scully Çocuk Koruma için adlandırılmış Çocuk Merkezi bağlantısı: paula fagan Koruma ve Çocuk Korumadan sorumlu Atanan Vali: Andrea Vaughan Bakılan Çocuklardan sorumlu Aday Vali: Ruth Scully Çocuk Koruma ve Koruma politikasının kopyaları talep üzerine okuldan/merkezden alınabilir. Bir çocuğun güvenliğiyle ilgili herhangi bir endişeniz varsa, herhangi bir personelle konuşabilir veya alternatif olarak 0151 233 3029 numaralı telefondan Careline'ı arayabilirsiniz. Child Protection and Safeguarding Policy PANTS and The Underwear Rule: Learning about staying safe, keeping our private parts private and respecting the right to privacy – supported by content from the NSPCC. https://www.nspcc.org.uk/keeping-children-safe/support-for-parents/pants-underwear-rule/ https://www.nspcc.org.uk/keeping-children-safe/support-for-parents/pants-underwear-rule/pants-guides/ Children and young person guide to working together to safeguard children