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Liverpool City Region and Beyond Early Years Stronger Practice Hub Hub Home Events Newsletters Blogs Programmes Documents Subscribe Childminders Recruitment ENGAGING GROWTH WITH ‘THE GARDEN CLASSROOM’ By Tracie Dowling My name is Tracie Dowling, I have worked in childcare for over 30 years. I’m an OFSTED Registered Childminder, Mentor for the Department of Education , Northwest Childminder Representative and Childminding Network Co-ordinator, PEEP Facilitator and Childminder Employer based in Liverpool. I employ an amazing assistant, Debbie and together we care for eight children under the age of five years. Throughout my career as a Registered Childminder, I have incorporated holistic learning into my practices. Over the years this has evolved, and I refer to my way of teaching as ‘The Garden Classroom’ which you can read about on my blog . Although this way of learning is primarily outdoors, the learning is year-long and therefore I have created ways of learning no matter the season. The Garden Classroom practices always incorporate the three prime areas of the Early Years Foundation Stage (EYFS) and the Characteristics of Effective Teaching and Learning. Read on to learn how I weave these key components into outdoor play. OUTDOOR LEARNING The Garden Classroom is a space where children can learn and grow, connecting to nature and the world around them. Outdoor exploration not only connects toddlers and babies with the seasons and everchanging weather, but also promotes physical activity, a sense of wonder, and an appreciation for the natural environment. Providing gardening activities for my children has proven to be great way to engage them with hands-on learning, including growing food from seed to plate, food sensory education , pond-dipping and lifecycles, and practicing sustainability through composting and recycling. The children learn vital skills such as adaptability and resilience by witnessing their environment going through the cycles. This helps them understand the concept of change and builds resilience in the face of transitions. In one area of our garden, we have a pet cemetery. Here, we have buried our family pets and other creatures who have come and gone. This space allows us to teach the children about the life-death cycle and accept change. Similarly, every year we experience frogspawn, giving us the opportunity to learn about birth and growth as we watch their little tails shrink and their legs grow. To support the children’s cognitive skills, we provide activities to observe and understand nature through investigation. The children’s favourite activities at the moment are pond dipping and growing and harvesting flowers, fruit, and vegetables. Some of the learning objectives within these activities are linked to lifecycles, categorising, comparison and pattern recognition in nature. Supporting the children to experience the wonders of changing seasons has a positive effect on their emotional well-being, mine, and Debbie’s too! The children take naps outside and participate in meditation while the birds are singing away. These activities provide opportunities for relaxation and promote a sense of calm and happiness. It is proven that spending time in nature has mental health benefits as well as emotional and physical benefits . SEASONAL LEARNING Every season and even every different day outdoors, brings a new set of sensory stimulation by exploring the sights, textures, aromas, even the noises of the natural world. The experiences are endless. The children love finding the strawberries and munching away, and there is no better taste than a sun-ripened cherry tomato, if they leave me any! Unfolding the characteristics of seasonal vocabulary during our activities also contributes to early language and provides children with the skills to articulate their observations and experiences. Whether its playing in the muddy puddles, counting the frogs or learning to sow seeds, the language opportunities are endless. The seasons are also a lovely way to promote cultural celebrations and traditions. We love the harvest festival where we like to gather our produce and share with our families, or Diwali where we cover the garden with lights and have a magical Diwali feast. There are many ways to weave cultural traditions into your very own Garden Classroom. “Lovely to watch her be so interested in how it grows. How she cares for it, and that she’s happy with the end result, we’ve even started growing our own strawberries and sunflowers at home” – Elsie’s Mum. By incorporating a Garden Classroom into your setting, your children can foster environmental awareness, develop a sense of responsibility and appreciation of the natural world, which in turn lays the groundwork for their future environmental consciousness. Seasonal changes spark natural curiosity and wonder within the children, giving them the opportunity for questioning and exploration, cultivating a mindset of inquiry and lifelong learning. The Education Endowment Foundation (EEF) The Early Years Toolkit brings together the best available evidence on key areas of learning and development. It can support all childminders when making decisions on how to improve learning outcomes. Physical development approaches | EEF educationendowmentfoundation.org.uk) Other research Useful resource: Garden activities for September :: The Garden Classroom - NurtureStore The Edible Garden – Alys Fowler (book and BBC Series 2010) Strategic Partners Stronger Practice Hub Privacy Notice

Class Times and Breakfast provision Dönem Tarihleri Class times are as follows: Cresswell Classes: 8.45a.m. start and 3.15p.m. finish on Monday, Tuesday, Thursday and Friday. On Wednesday morning Cresswell class starts at 8.45a.m. and finishes at 11.45a.m. and the Wednesday afternoon Cresswell class starts at 12.15 to 3.15p.m. Spencer 1 and 2 Classes: 8.45a.m. start and 3.15p.m. finish on Monday, Tuesday, Thursday and Friday. On Wednesday morning Spencer classes start at 8.45a.m. and finishes at 11.45am. and the Wednesday afternoon Spencer classes start at 12.15p.m. to 3.15p.m. Spencer 3 Centre for Nurture Class: 8.45a.m. start and finishes at 3.15p.m. at the Spencer Street entrance/exit. Heyworth Classes: 8.45a.m. start and are accessed from the waiting area at the back of the school/centre and finish at 3.30p.m. Heyworth has morning 8.45-11.45a.m. or afternoon 12.30-3.30p.m. classes for 15 hour funded children. If you require a paid place the costs are £25.00 for 8a.m. to 1p.m. including lunch or £22.50 from 1-5.15p.m. including a tea snack. Please note the waiting areas for classes are via two different entrances. Parents are asked to wait in the designated areas for their child’s class. Spencer classes Children are to wait in the staff car park with their parents in Spencer Street. Cresswell and Heyworth classes Children are to wait in the waiting area at the back of the school/centre accessed via passing reception on to the Forest School path gate in the Spencer Street visitors car park. The Cresswell Street entrance/exit gate will not be opened during the time children are entering and leaving the premises. Staff will support you entering/exiting the school/centre premises at the start/end of day school times. Please park away from the school gates (and not on the no parking yellow zig zag lines) or use the visitor car park on-site or park away from Spencer or Cresswell Street and walk to the school gate entrances to keep all children safe. Breakfast and After School provision Our Breakfast provision is held in the school hall from 8a.m. Please wait at the double doors near to the school kitchen in Spencer Street and a member of staff will receive/dismiss your child from the double doors. Our After School provision is also in the school hall. Children are to be collected from the After School provision by 5.15p.m. at the latest. If parents/carers are late collecting their child/children from After School or the main school day there is a £5 per hour charge.

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

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

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

Liverpool City Region and Beyond Early Years Stronger Practice Hub Hub Home Events Newsletters Blogs Programmes Documents Subscribe Childminders Recruitment Maths Champions As part of NDNA's recruitment of settings for the Maths Champions programme, we are holding a number of information sessions. Led by our team of expert Early Years Advisors, these sessions will provide a comprehensive explanation of the programme, the eligibility criteria for settings to take part, and the commitment involved. There is also an opportunity for settings to ask direct questions to the Early Years Advisors, followed by clear instructions of next steps and how to sign up. Maths Champions Information Sessions - NDNA Strategic Partners Stronger Practice Hub Privacy Notice

Okul/Merkez Politikaları Everton Anaokulu ve Aile Merkezinde, yüksek kaliteli uygulama ve tedarikin temelini oluşturan bir dizi ayrıntılı ve kapsayıcı politikamız vardır. Politikalarımızdan bazılarını indirmek ve okumak için lütfen aşağıdaki bağlantılara tıklayın. Tüm okul/merkez politikalarının basılı kopyaları, Yönetici Ekibimizin talebi üzerine mevcuttur. Admission Policy Behaviour Policy Charging and Remissions Policy Child Protection and Safeguarding Policy Code of Conduct Complaints Policy Curriculum Learning and Teaching Policy Equal Opportunities Racial Diversity Policy Equality Statement First Aid Policy ICT Policy Privacy Notice SEND Policy Debt Recovery Policy Adverse Weather/Snow and Ice Policy Attendance Policy SEN Summary Uniform Policy Workplace Safer Recruitment Policy Parent Guide to School Complaints

EYSH Blogs Lost words Ahenk içinde Blogs ‘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. Home | Climate Action Strategy | Case Studies | Curriculum Resources | Blog and Video Logs

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.

The benefits of outdoor play Liverpool City Region and Beyond Early Years Stronger Practice Hub Hub Home Events Newsletters Blogs Programmes Documents Subscribe Childminders 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

At Everton Nursery School, we engage children in their learning through their interests. Teachers use these interests to plan active and creative learning experiences that develop children's listening and attention skills. Phonics öğretme ve öğrenme yaklaşımımız Everton Anaokulunda Everton Nursery School'da çocukları öğrenimlerine dahil ediyoruz çıkarları aracılığıyla. Öğretmenler planlama yapmak için bu ilgi alanlarını kullanırlar. çocukları geliştiren aktif ve yaratıcı öğrenme deneyimleri dinleme ve dikkat becerileri. Öğretmenler, öğretme ve öğrenmeyi desteklemek için 'Little Wandle Letters and Sounds Revize' kılavuzunu kullanır. Öğretmenler, tüm çocuklar için müfredatın 'İletişim ve dil' ve 'Okuryazarlık' beklentilerini karşılayan, çocuk liderliğindeki ve yetişkin liderliğindeki deneyimler dengesini sağlar. Bu günlük deneyimler şunları içerir: · Sharing high-quality stories and poems _cc781905-5cde-3194- bb3b-136bad5cf58d_ · Learning a range of nursery rhymes and action rhymes_cc781905-5cde-3194 -bb3b-136bad5cf58d_ · Activities that develop focused listening and attention (including oral blending)_cc781905 -5cde-3194-bb3b-136bad5cf58d_ · _cc781905-5cde-3194-bb3b-136bad5cf5b-136bad5cf58d_ _cc781905-5cde-3194-bb3b-136d Sesleri birbirine bağlama konusunda kendine daha fazla güvenen çocuklar için mektuplara ve okumanın erken aşamalarında olanlar, sunarak öğrenmelerine meydan okuyoruz. daha fazla yaş ve aşamaya uygun öğrenme fırsatı hem içeride hem de dışarıda. Geniş bir yelpazede okuyor ve paylaşıyoruz. her ikisine de odaklanan çocuklarla çeşitli kitaplar kurgu ve kurgu olmayan metin. Çocuklara meydan okuyoruz giriş yoluyla fonetik bilgi ve farklı yazı türlerinin kullanılması, böylece çocukların Harfler, sesler, kelimeler, metinler ve bilgiler hakkında derin ve güvenli bir anlayış kazanın. Anaokulu sınıflarındaki çocuklar, ritim ve kafiye gibi kavramların daha da geliştirildiği günlük 'Öğretmen liderliğindeki oturumlara' katılırlar. İç ve dış öğrenme ortamlarında çocuklar, harfler ve dolayısıyla seslerle ilgili bilgilerini sürekli olarak geliştirmek için bir dizi yüksek kaliteli kaynağı keşfetme fırsatına sahiptir. Tesis bünyesindeki Filarmoni müzisyenleri ile 'In Harmony' ve 'Tuning In' ve Kreş Ekibi ile Müzik ve Hareket gibi deneyimler de çocukların seslere uyum sağlama becerilerini destekler. Çocuklar, alkış, diz ya da ayak damgası eklemek veya belirli bir şekilde hareket etmek zorunda oldukları aksiyon tekerlemeleri gibi çok duyusal deneyimleri içeren zengin bir çocuk tekerlemeleri ve aksiyon tekerlemeleri repertuarı yaşarlar._cc781905-5cde-3194-bb3b -136bad5cf58d_ Little Wandle Harfleri ve Sesleri hakkında daha fazla bilgi için lütfen şu adresi ziyaret edin: https://www.littlewandlelettersandsounds.org.uk Sharing high-quality stories and poems Learning a range of nursery rhymes and action rhymes Activities that develop focused listening and attention (including oral blending) Modelling high-quality language during daily interactions. Phonics For children who are more confident in linking sounds to letters and who are at the early stages of reading, we challenge their learning through the introduction of more age and stage appropriate learning opportunities both indoors and outdoors. We read and share a broad range of books with the children that focus on both fiction and non-fiction text. We challenge children's phonetical knowledge through the introduction and engagement of different writing genres so that children gain a deep and secure understanding of letters, sounds, words, text and information. Children in the Nursery School classes engage in daily ‘Teacher led sessions’ through which concepts such as rhythm and rhyme are developed further. Throughout the indoor and outdoor learning environments, children have the opportunity to explore a range of high-quality resources to continuously develop their knowledge of letters and, in turn, their sounds. Experiences such as ‘In Harmony’ and ‘Tuning In’ with the Philharmonic musicians on-site and Music and Movement with the Nursery Staff also support children’s ability to tune in to sounds. Children experience a rich repertoire of nursery rhymes and action rhymes that include multi-sensory experiences, such as action rhymes in which children have to add claps, knee pats or foot stamps, or move in a particular way.   For more information about Little Wandle Letters and Sounds please visit: https://www.littlewandlelettersandsounds.org.uk Please see the Little Wandle Nursery yearly plan that Everton Nursery School children mostly follow apart from that we do not expose children to Little Wandle 'picture cards' as the planning states. We do not use the Little Wandle picture cards as not all children will continue the Little Wandle Journey into reception so our approach is responsive to this knowledge. LS-KEY-GUIDANCE-FOUNDATIONS LS-PowerPoint for parents nursery little wandle progression of sounds

Liverpool City Region and Beyond Early Years Stronger Practice Hub Hub Home Events Newsletters Blogs Programmes Documents Subscribe Childminders Recruitment The hub offers free advice, support and training to childminders across Liverpool City Region and Beyond. We are aiming to set up Peer to Peer Childminder Support and Play Sessions for Children. Please join our mailing list to be kept informed of future events and launches, newsletters and availability for training dates and drop-in sessions. If you would like to be involved or have suggestions, please let us know. Online Childminder Network which is the last Saturday morning 10a.m. – 11.30a.m. of every month: CHILDMINDER DROP IN Deysbrook Network: Everton Nursery School and Family Centre, Spencer Street, Liverpool, L6 2WF 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 What is a Childminder Drop In? The childminder drop-in sessions provide local childminders with an opportunity to access up to date information, recourses, face to face support, support from a member of the hub team and for childminders to share best practices. The group offers the children a multitude of benefits including enhanced social, emotional, and cognitive development, improved communication skills and opportunities to access larger play equipment to promote physical development. The facilities provide a safe space where childminders can organise events, celebrations and provide larger scale structured activities for the children which in turn supports transitions to school. Liverpool City Region and beyond Early Years Stronger Practice Hub Childminder Network Meetings Held every last Saturday of each month for Teams Link see the monthly newsletter. The aim of the Monthly meetings is to keep childminders up to date with local / national changes, information sharing, identify training needs and give general help and advice. Should you want to have anything specific added to the agenda please email the Stronger Practice Hub on sphubnw@evertoncentre.liverpool.sch.uk 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 RESOURCE BAGS Calling all SPH Network Members….. FREE Resource bags coming soon, funded by the SPH this is a fantastic opportunity for Childminders. 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, with a group of childminder colleagues and shared as a lending library. In the next few weeks you can apply for resources that cover Communication and Language, Early Maths and Story Comprehension including a selection of various quality Story Sacks. Also included will be Outdoor and Nature, Habitats and Musicical Instruments bags. Look out for the launch coming the end of April/early May depending on your location within Liverpool City Region and Beyond Early Years Stronger Practice Hub…. Literacy Blog, written for Childminders by June Cargill Strategic Partners Stronger Practice Hub Privacy Notice