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Liverpool City Region Early Years Stronger Practice Hub Hub Home Events Newsletters Blogs Programmes Documents Subscribe Childminders Recruitment The Liverpool City Region Early Years Stronger Practice Hub is one of 18 DfE designated Stronger Practice Hubs across England. The Liverpool City Region Hub will cover the Liverpool City Region Local Authorities and Beyond , offering bespoke support, EEF evidence informed training opportunities as well as conferences and opportunities to network with others working in Early Years. The hub is fully funded, meaning the offer will always be free to those who take part. The team running the hub are all working within the schools/settings currently and want to offer support across the whole Early Years sector. If you are a childminder, working in a PVI or school/maintained nursery class and would like more information and to join our network, please sign up to the hub here: Subscribe >Visit the National Early Years Stronger Practice Hubs Website< Events Watch this space for future events Learn More Programmes Communication, language and literacy programmes Learn More Blogs Learn More Childminders Free advice, support and training for childminders Learn More Subscibe Liverpool City Region and Beyond Stronger Practice Hub Sign Up Page Learn More Newsletters Providing practical information from educators across the Liverpool City Region Learn More Recruitment Recruitment opportunities at the Liverpool City Region Stronger Practice Hub. Learn More Documents Hubs working with the Education Endowment Foundation Learn More Early years stronger practice hubs provide advice, share good practice and offer evidence-based professional development for early years practitioners. They are part of the early years education recovery support package, which also includes the early years experts and mentors programme. The early years stronger practice hubs programme is supported by the Education Endowment Foundation and the National Children’s Bureau. It is funded for 2 years, until late 2024. More information, along with our privacy notice for the programme, is available on the National Children’s Bureau website. Hubs support other nurseries and childminders in their area to adopt evidence-based practice improvements by: * establishing local networks of early years educators to share knowledge and effective practice * sharing information and advice on evidence-based approaches – for example, through newsletters, blogs and social media * acting as a point of contact for bespoke advice * signposting to other funded support * working with the Education Endowment Foundation to select evidence-based programmes to fund and make available to nurseries and childminders Hub locations There are 18 hubs in total – 2 in each of the 9 government office regions across England. Each hub consists of a lead setting and up to 4 partners . Early Years Stronger Practice Hubs will support other early years settings in the designated areas to improve outcomes for children in their local area across the EYFS, but specifically focusing on areas of development that research informs us have been most impacted by COVID-19: personal social and emotional development (PSED); communication and language, and early literacy and maths. Each Hub is led by a group-based (school-based, private, voluntary, or independent) early years provider. The Department’s ambition is for Hubs to be evenly distributed across England, with two Hubs in each of the nine government office regions. Everton Nursery School and Family Centre have been successfully appointed as one of the 6 new DfE Early Years Stronger Practice Hubs, and will lead the Liverpool City Region Stronger Practice Hub supporting 11 Local Authorities surrounding Liverpool City Region. There will also be an opportunity to gain coaching and mentoring with early years specialists through the Stronger Practice Hubs as well as CPD and workforce development opportunities. Email: SpHubNW@evertoncentre.liverpool.sch.uk Strategic Partners Stronger Practice Hub Privacy Notice

早年学生溢价 (EYPP) 埃弗顿护士学校和家庭中心的早年学生福利 从 2015 年 4 月起，埃弗顿托儿所和家庭中心能够通过幼儿保费 (EYPP) 申请额外资金，旨在支持和丰富儿童的发展、学习和护理。 EYPP 为所有符合条件的幼儿园儿童提供额外资金，使埃弗顿幼儿园和家庭中心能够缩小教育差异。 EYPP 为所有符合条件的 3 岁和 4 岁儿童提供每小时 53 便士的额外津贴，这些儿童的父母正在领取某些福利，或者他们正式接受地方当局的照料，但由于被收养或受到特殊监护而离开照料或儿童安排顺序。 目标是埃弗顿托儿所和家庭中心每年将通过地方当局为每个获得全部 570学时资助的早期教育权利。 由于地方当局的资格沟通系统，我们作为托儿所（与小学相比）通常无法获得关于一些有资格获得早期学生福利 (EYPP) 的孩子的明确信息，直到孩子们进入下一个学校之后setting. 这对埃弗顿托儿所和家庭中心产生了额外的财务影响，他们使用免费校餐数据开发了一个秋季学期资格系统。 使用这个数据提供了一个开始的财务计划，以满足确定的孩子的需求。 否则我们总是工作一个学期，有时两个学期落后于使用 LA EYPP 资格计算。 埃弗顿托儿所和家庭中心的早年学生保费分配： 春季19 =£3357.48，夏季19 =£3100.50，秋季19 =£4897.20_CC781905-5CDE-3194-BB3B3B-136BAD5CF58D__CC781905-5CDE-5CDE-3194-BB3B3B3B3B-136BAD1BCCF55CF55CF555CF5555CF55555C555C5555.B.RCCF58D.R.ND.RED15.5C58DER 在埃弗顿托儿所和家庭中心有资格参加 EYPP 的儿童面临的主要学习障碍是言语、语言和沟通困难以及自信和自尊。托儿所领导通过完成入学基线评估确定了这些障碍。 解决主要障碍的策略与往年一样继续，因为我们认为托儿所这些正在对确定的儿童产生最大的影响，以支持他们的“入学准备”。 我们通过 EYPP 资助使用的第一个干预项目是 WellComm。 WellComm 干预计划在埃弗顿托儿所和家庭中心的影响表明，该计划正在为有言语和语言困难的儿童提供积极的支持。 作为托儿所，我们委托一项言语和语言治疗师与所有符合条件的 EYPP 儿童进行一对一和小组语言治疗会议，这些儿童有确定的语言、语言和沟通需求。 这项工作的影响是通过使用来衡量的WellComm 言语和语言评估工具的摘要报告，其中记录了所取得的进展以及将向学校 SENDCO 和孩子的父母/照顾者提供的后续步骤。 我们的其他 EYPP 干预计划包括与我们的 In Harmony 音乐家、木制品、瑜伽联系，并提供额外的教育访问以支持自尊和自信： 作为埃弗顿幼儿园和家庭中心参与的更广泛的“和谐”计划的一部分，利物浦爱乐乐团的音乐家与符合 EYPP 资格的儿童小组合作。 ACF Design 的木匠和瑜伽老师与确定的 EYPP 儿童在木制品一对一和瑜伽小组的基础上合作，旨在通过木制品和瑜伽培养孩子的沟通和语言以及他们的自信心和自尊。_cc781905 -5cde-3194-bb3b-136bad5cf58d_ 幼儿园工作人员使用学校小巴进行教育参观，通过参观当地公园、博物馆和图书馆，进一步扩展 EYPP 儿童的语言、天生的好奇心和对当地环境的了解。 请参阅下文，了解学校 2018 年至 2020 年的 Early Years Pupil Premium 策略。 EYPP Everton Statement 25-26

申请表格 欢迎来到我们的申请表页面。 Online application form nursery application form parent declaration form privacy notice

Welcome to Everton and Anfield Family Hubs 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 Family Hubs Home | Help and Advice | Family Activities | Splash Pool Activities Activities 该项目是利物浦市地区 ESF 工作方式计划的一部分，由欧洲社会基金和青年就业倡议提供部分资金。该计划旨在通过求职、辅导和指导、工作经验、培训、技能发展和信息、建议和指导来支持当地人找到工作。 欢迎来到我们的家庭中心 作为 Ofsted 最近于 2011 年 1 月评定的“杰出”儿童中心，我们为准父母和五岁以下儿童及其家人提供支持。 Early Intervention Family Workers 和 Community Engagement Workers 在 Everton 工作，与社区的父母和照顾者密切合作，帮助改善家庭生活。 我们的儿童中心是利物浦 26 家儿童中心之一。儿童中心为五岁以下儿童的家庭提供看护、教育、健康、社区发展和家庭服务。 我们的员工团队与家庭和社区合作，为孩子们提供最好的学习、健康和福祉成果。 我们相信您在埃弗顿幼儿园和家庭中心度过的时光会很愉快，并邀请您充分参与我们的活动。 家庭服务 埃弗顿托儿所和家庭中心为家庭提供一系列包容性服务。大多数健康和父母支持服务都是以很少的费用或免费提供给家庭的。 如厕训练 - 这个广受欢迎的计划在教导家长帮助孩子做好上学准备和不用尿布方面非常成功。 家庭支持 - 我们的员工团队在家庭支持方面非常有经验。我们在必要时为家庭提供外展家访服务。您的健康访问员或助产士可以将您转介到该中心。您也可以打电话或直接访问我们非常友好的团队之一寻求支持。 健康与福祉 - 关于牙齿健康、健康饮食和身体活动、儿童发展和育儿信息的健康促进材料和活动。 每周二下午在我们的网站上举行健康访问者诊所。 每周二全天在现场进行助产士预约。 为您的宝宝做好准备 - 在怀孕后期举行的三个会议。我们与助产士密切合作，帮助您为宝宝的到来做好准备。 言语和语言治疗师通过预约提供现场治疗和支持。 父母的儿科急救 - 该中心定期为父母提供儿科急救服务，让他们在照顾幼儿这一重要方面接受培训。事故确实会发生，这个程序将向您展示如何在处理事故时变得自信以及何时呼叫紧急服务。 学习与关怀 - 作为幼儿的父母或看护人，您是影响孩子发展的主要因素。存在早期儿童学习和保育活动来帮助您发挥这一重要作用。这些包括： 留下来玩 - 这将支持您的孩子学习如何与其他孩子社交。 故事与韵律 - 这是一个很好的机会，可以让您的孩子培养对书籍的热爱，并开始学习吸引他们的注意力和听短篇小说。孩子们还将在几周内学到很多新的童谣。 俯卧时间 - 这是该中心的一项新计划。我们提供此计划是为了帮助父母更有信心地鼓励 baby 在清醒时趴着玩。婴儿很快就会学会如何从趴着的姿势翻滚和爬行。 孩子们和谐相处 - 适用于 3 岁以下的婴幼儿。由知识渊博的音乐家提供的美妙音乐课程，他们了解并理解幼儿如何通过音乐学习。这些每周课程旨在支持父母观察您的宝宝如何通过音乐学习。 感官室 - 这个诱人的房间可供社区中的所有家长使用。让您的孩子在柔软的游乐区自由安全地漫游，探索灯光和彩色喷泉。 我们的报价 我们为您的孩子提供最好的开始，并为您和您的家人提供许多免费的优质服务和活动。 Everton and Anfield Family Hubs provide outreach and family support for families in need. Families can access early help support in parenting, housing, mental health and well-being, support, guidance during pregancy, breastfeeding support, domestic abuse, support for children with special needs and disabilities and adult learning. 该项目是利物浦市地区 ESF 工作方式计划的一部分，由欧洲社会基金和青年就业倡议提供部分资金。该计划旨在通过求职、辅导和指导、工作经验、培训、技能发展和信息、建议和指导来支持当地人找到工作。 欢迎来到我们的家庭中心 作为 Ofsted 最近于 2011 年 1 月评定的“杰出”儿童中心，我们为准父母和五岁以下儿童及其家人提供支持。 Early Intervention Family Workers 和 Community Engagement Workers 在 Everton 工作，与社区的父母和照顾者密切合作，帮助改善家庭生活。 我们的儿童中心是利物浦 26 家儿童中心之一。儿童中心为五岁以下儿童的家庭提供看护、教育、健康、社区发展和家庭服务。 我们的员工团队与家庭和社区合作，为孩子们提供最好的学习、健康和福祉成果。 我们相信您在埃弗顿幼儿园和家庭中心度过的时光会很愉快，并邀请您充分参与我们的活动。 家庭服务 埃弗顿托儿所和家庭中心为家庭提供一系列包容性服务。大多数健康和父母支持服务都是以很少的费用或免费提供给家庭的。 如厕训练 - 这个广受欢迎的计划在教导家长帮助孩子做好上学准备和不用尿布方面非常成功。 家庭支持 - 我们的员工团队在家庭支持方面非常有经验。我们在必要时为家庭提供外展家访服务。您的健康访问员或助产士可以将您转介到该中心。您也可以打电话或直接访问我们非常友好的团队之一寻求支持。 健康与福祉 - 关于牙齿健康、健康饮食和身体活动、儿童发展和育儿信息的健康促进材料和活动。 每周二下午在我们的网站上举行健康访问者诊所。 每周二全天在现场进行助产士预约。 为您的宝宝做好准备 - 在怀孕后期举行的三个会议。我们与助产士密切合作，帮助您为宝宝的到来做好准备。 言语和语言治疗师通过预约提供现场治疗和支持。 父母的儿科急救 - 该中心定期为父母提供儿科急救服务，让他们在照顾幼儿这一重要方面接受培训。事故确实会发生，这个程序将向您展示如何在处理事故时变得自信以及何时呼叫紧急服务。 学习与关怀 - 作为幼儿的父母或看护人，您是影响孩子发展的主要因素。存在早期儿童学习和保育活动来帮助您发挥这一重要作用。这些包括： 留下来玩 - 这将支持您的孩子学习如何与其他孩子社交。 故事与韵律 - 这是一个很好的机会，可以让您的孩子培养对书籍的热爱，并开始学习吸引他们的注意力和听短篇小说。孩子们还将在几周内学到很多新的童谣。 俯卧时间 - 这是该中心的一项新计划。我们提供此计划是为了帮助父母更有信心地鼓励 baby 在清醒时趴着玩。婴儿很快就会学会如何从趴着的姿势翻滚和爬行。 孩子们和谐相处 - 适用于 3 岁以下的婴幼儿。由知识渊博的音乐家提供的美妙音乐课程，他们了解并理解幼儿如何通过音乐学习。这些每周课程旨在支持父母观察您的宝宝如何通过音乐学习。 感官室 - 这个诱人的房间可供社区中的所有家长使用。让您的孩子在柔软的游乐区自由安全地漫游，探索灯光和彩色喷泉。 我们的报价 我们为您的孩子提供最好的开始，并为您和您的家人提供许多免费的优质服务和活动。 Family Hubs Home | Help and Advice | Family Activities | Splash Pool

Everton Nursery School and Family Centre is based in the Everton ward of Liverpool. As a maintained nursery school and children's centre, the school and centre has high quality early childhood education with care at the core of its provision. We are a Ofsted Outstanding Provider. Child places available. Welcome to Everton Nursery School and Family Hub Mission Statement The mission of Everton Nursery School and Family Hub is to promote the children’s educational and social development and help families have and achieve high expectations for themselves and the community. Contact us to arrange a visit to Nursery. Telephone: 0151 233 1969 Places For 2, 3 and 4 Year Olds Available Now Child Application Form See Our Prospectus 1/5 Up Look at the activities we explore at Everton Nursery School and Family Hub We have 2, 3 and 4 year old funded places available. Apply here Up On behalf of all the Staff and Governors, welcome to all children and their families. We look forward to working with you. The Nursery School and Family Hub is open 8.00a.m. to 3.30p.m. Telephone: 0151 233 1969 Telephone calls to the Nursery School and Family Hub can be supported during this time period. Outside of these times the telephones and reception are not staffed. If you wish to report a child's absence please use Arbor or leave a message on the answer machine. See Our Nursery Prospectus > At Everton we believe that the earliest years of a child’s life are the most powerful for shaping curiosity , confidence , and a love of learning . Rated Outstanding by Ofsted, our nursery school is a vibrant, yet natural environment where children flourish through purposeful play exploration, and discovery. Rooted in the timeless educational philosophies of Friedrich Froebel and Maria Montessori , our approach honours each child’s individuality while fostering independence, creativity, and social connection. Froebel’s belief that “play is the highest expression of human development in childhood” guides our daily rhythm, while Montessori principles empower children to make choices, solve problems, and engage deeply with hand-on materials in thoughtfully prepared play spaces. The children at Everton Nursery School are encouraged to follow their interests , ask questions , and learn at their own pace . Our skilled teachers observe, guide, and celebrate each child’s journey ensuring that learning is joyful, meaningful, and developmentally rich. At Everton Nursery school children thrive from their individual starting points. All children join as individuals and leave as part of the Everton Nursery school community. We invite you to discover a unique nursery school where play is not just an activity, but a foundation for lifelong learning. At present, visits to our Nursery Class are by appointment only. In the meantime please see virtual tours of our classroom learning environments. Heyworth is our 2-3 years classes and Cresswell and Spencer are our 3-4 year olds classes. If you have any questions or concerns, please contact me on evertonnsfc@evertoncentre.liverpool.sch.uk Yours sincerely Dr. Lesley Curtis OBE Headteacher/Head of Centre 今天要做的事

Operation Encompass is a national scheme that operates jointly between schools and all police forces 行动包罗 Keeping under fives safeonline OE Parents Poster

We have wide range of resources for Practitioners. Our DVDs and Booklets cover a breadth of topics. Browse through our slide show to see our various materials. EYFS 资源 埃弗顿托儿所和家庭中心的工作人员为从业者制作了范围广泛的资源。 我们的 DVD 和小册子涵盖了广泛的主题。 浏览我们的幻灯片以查看我们的各种材料。 单击此处查看我们的订单。 Resources Booklet

Liverpool City Region Early Years Stronger Practice Hub Hub Home Events Newsletters Blogs Programmes Documents Subscribe Childminders Recruitment Anchor 1 Anchor 2 Mathematics If you would like to access to any of the recorded training sessions, email sphubnw@evertoncentre.liverpool.sch.uk LEARNING WALKS If you wish to offer your setting for a learning walk to share practice especially linked to research in communication or early mathematics, let us know via email on sphubnw@evertoncentre.liverpool.sch.uk RECORDED SESSIONS We have a number of recorded sessions online for staff training: EARLY WRITING 25 minutes with Laura Johnson, Early Years Teacher from Duke Street Nursery School, Chorley. SELF REGULATION AND EXECUTIVE FUNCTION 25 minutes with Emma Doran, Early Years Co-ordinator from Whitefield Primary School, Liverpool CELEBRATING DIVERSITY, PROMOTING INCLUSION, AND ANTI-RACIST CULTURES IN THE EARLY YEARS 25 minutes with Sian Phillips - Anti-Racism Advocate/Researcher/Consultant. MAXIMISING THE IMPACT OF PUPIL PREMIUM IN THE EARLY YEARS 20 minutes with Kaya Doyle, Programme Manager. INSET SESSION 1 TEACHING AND MODELLING LANGUAGE: 30 minutes with Alex Gower-Jones (Independent Consultant). This has an accompany written sheet of activities to support this recorded Inset session. INSET SESSION 2 TEACHING AND MODELLING VOCABULARY: 30 minutes with Alex Gower-Jones (Independent Consultant). This has an accompany written sheet of activities to support this recorded Inset session. INSET SESSION 1 EARLY LITERACY – TEACHING SOUND DISCRIMINATION 30 minutes with Alex Gower-Jones (Independent Consultant). INSET SESSION 2 EARLY LITERACY – TEACHING SOUND MANIPULATION 30 minutes with Alex Gower-Jones (Independent Consultant). INTERACTIVE READING CONFERENCE: Conference from 29th March on Interactive Reading re 1 hour, 30 minutes with Alex Gower-Jones (Independent Consultant). 17 SUSTAINABLE GOALS: Conference from Saturday 22nd March on the 17 Sustainable Development Goals – An Introduction re 2 hours with Diane Boyd. WORKING WITH 0-3’s: An introduction to working with children 0-3 years by Amanda Quirk (Early Years Advisory Teacher). SENSORY FUN Tiny Happy People sensory fun for babies indoors and outdoors with low cost/no cost activities shared by Denise Wright (Independent Consultant). The webinar shows educators how they can inspire parents to undertake sensory activities at home to support their child’s learning and development through play. INTERACTIVE READING online recorded session by Alex Gower-Jones (Independent Consultant) explores how early years educators can explore interactive reading in their practice. SKILLS BEFORE WRITING online recorded session by Amanda Quirk (Early Years Advisory Teacher) has put together an online programme for early years educators exploring skills before early writing. EMOTIONAL REGULATION online recorded session by Maria Beale (SENDCO) and Emma Doran (Early Years Co-ordinator) from Whitefield Primary School, Liverpool. Maria and Emma share how they have worked with children in the early years and their families exploring emotional regulation. NURSERY RHYMES online recorded session by Faye Johnson, Assistant Headteacher from Everton Nursery School and Family Centre has put together a session on exploring Nursery Rhymes with young children. COMMUNICATION AND LANGUAGE online recorded session by Amanda Quirk, (Early Years Advisory Teacher) has put together an online programme for early years educators exploring communication and language. OAP (ORDINARY AVAILABLE PROVISION) – Amanda Quirk, (Early Years Advisory Teacher) has put together a recording on OAP (Ordinary Available Provision) in early years. USING MUSICAL INSTRUMENTS - Craig and Pip from East Prescot Nursery School, Liverpool have developed an online recording on how to use a range of musical instruments. Childminders across our Hub have the opportunity to borrow a musical instruments bag but many early years educators will have these musical instruments in their provision. MATHEMATICS RECORDED ONLINE – Rebecca Morgan (Nursery Teacher) from Everton Nursery School and Family Centre has recorded a practical session online to share with colleagues to explore mathematics with under fives. EARLY EMOTIONS RECORDED ONLINE Kaya Doyle (Programme Manager) shares an introduction to early emotional health, the issues children face and links to socio-economic backgrounds. If you would like to access to any of the recorded training sessions, email sphubnw@evertoncentre.liverpool.sch.uk Don’t forget to access information from our National Stronger Practice website: https://www.strongerpracticehubs.org.uk/hubs/nw/liverpool-city-region-and-beyond-eysph Strategic Partners Stronger Practice Hub Privacy Notice

Interactive stories from Booktrust the UK’s largest children’s reading charity 家庭学习故事 图书托拉斯 来自英国最大的儿童阅读慈善机构 Booktrust 的互动故事。 有些狗会 猫头鹰宝宝 丛林中的隆隆声 小心打开 我f 你的快乐，你知道

Class Times and Breakfast provision 学期日期 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 和谐 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