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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. 我们的拼音教学方法 在埃弗顿幼儿园 在埃弗顿幼儿园，我们让孩子们参与到他们的学习中 通过他们的兴趣。教师利用这些兴趣来计划 积极和创造性的学习经验，发展儿童的 听力和注意力技巧。 教师使用“Little Wandle Letters and Sounds Revised”的指导来支持教学。教师为所有满足“交流与语言”和“识字”课程预期的儿童提供以儿童为主导和以成人为主导的平衡体验。这些日常经验包括： · 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_ · Modelling high-quality language during daily interactions. 对连音更有信心的孩子 对于字母和处于阅读早期阶段的人， 我们通过引入挑战他们的学习 更多适合年龄和阶段的学习机会 室内和室外。我们阅读并分享广泛的 与孩子们一起关注两者的书籍范围 小说和非小说文本。我们挑战儿童 通过介绍和语音知识 不同写作体裁的参与，让孩子们 获得对字母、声音、单词、文本和信息的深刻而安全的理解。 幼儿园班级的孩子们每天都会参加“教师主导的课程”，通过这些课程，节奏和押韵等概念得到进一步发展。在整个室内和室外学习环境中，孩子们有机会探索一系列优质资源，不断发展他们的字母知识，进而发展他们的发音。 与现场爱乐乐团音乐家的“和谐”和“调音”以及与托儿所工作人员的音乐和运动等体验也支持孩子调音的能力。孩子们体验丰富的童谣和动作韵律，包括多感官体验，例如动作韵律，孩子们必须在其中添加拍手、膝盖拍打或脚印，或以特定方式移动。_cc781905-5cde-3194-bb3b -136bad5cf58d_ 有关 Little Wandle Letters and Sounds 的更多信息，请访问： 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

家庭学习活动 欢迎来到我们的家庭学习活动页面。 请查看以下一系列家庭学习活动，供您在家中与孩子一起参加。 我们将继续添加到此页面。 如果您对 2-5 岁儿童的家庭学习活动有任何建议，请发送电子邮件至 evertonnsfc@evertoncentre.liverpool.sch.uk Everton Nursery School 和 Family Centre 的工作人员准备了一个 3-5 岁的家庭学习活动包和一个 Heyworth 2-3 岁的活动包。 请定期查看 ParentMail 以获取有关家庭学习的进一步更新。_cc781905-5cde -3194-bb3b-136bad5cf58d_ 如果您需要有关家庭学习活动的任何支持或说明，请发送电子邮件至 evertonecc@talk21.com ，如果需要，埃弗顿工作人员团队的成员将为您提供更多家庭学习信息。 埃弗顿幼儿园和家庭中心 YouTube 频道 故事 在我们的 Youtube 频道上 我们的 You Tube 频道上来自员工的故事和托尼的瑜伽。 资源 父母/照顾者的指导视频。 指南1： 准备拼音；在早年支持您的孩子 指南2： 支持您的孩子早年阅读 指南 3: 支持您孩子早期的沟通和语言发展 指南4： 在早年为您的孩子提供数学支持 通过舞蹈进行物理治疗 - YouTube Brain Changer 艺术项目 拼音绽放 Phonics Bloom 是一种交互式教育资源，为课堂和家庭提供拼音游戏。 字母和声音 这些免费在线游戏将对字母和发音拼音课程的第一阶段有用。 最高分 Topmarks 通过安全、有趣和引人入胜的游戏和活动，让孩子们有机会在线学习。 Cbeebies算术 加入 Little Learners，探索所有这些有趣且免费的数学游戏、活动和剪辑。 TTS家庭学习 家庭学习书籍结合自主和协作学习活动，为父母提供了与孩子一起学习的好机会 EYFS 接待学校关闭家庭学习资源包 使用这套方便的 EYFS 资源包，让您的幼儿在学校停课时保持忙碌和学习。该套装包含一系列有趣、引人入胜和具有挑战性的活动，鼓励孩子们练习他们在学校学到的技能。 适合 2 至 4 岁儿童的 49 项有趣的体育活动 这份包含 49 项活动的清单是任何游戏约会、家庭儿童保育环境或与保姆一起度过的早晨或下午的终极选择。无论在什么情况下，短暂的注意力跨度都意味着将其中一些放在袖子里是个好主意。 Cbeebies JoJo & 格兰格兰 JoJo & Gran Gran 是一部关于一个将近五岁的女孩和她有趣而聪明的祖母的动画系列。 Cbeebies 儿童广播收听活动 儿童听力活动 迪士尼 Shake Up 游戏 Change4Life 和迪士尼再次合作，为您带来灵感来自迪士尼和皮克斯的《玩具总动员 4》和《超人总动员 2》以及迪士尼的《狮子王》和《冰雪奇缘》的全新 Shake Up 游戏。这些 10 分钟的乐趣将真正让您的孩子动起来，并计入他们每天需要的 60 分钟活跃时间！ Hungry Little Minds – 适合 0 – 5 岁儿童的简单有趣的活动 适合从新生儿到五岁儿童的简单有趣的活动。 五岁前要做的 50 件事 5 岁前要做的 50 件事是一款非常棒的全新免费家庭应用程序。 孩子们在家就可以做的简单有趣的非屏幕活动 没有学校的时候，老师和家长能做什么？在家在线学习让孩子们有机会一键开发和学习新技能。 学校关闭支持： 随着冠状病毒 (Covid-19) 的爆发现在影响到世界各地的几家教育机构，我们 2Simple 正在为学校和家庭用户免费提供 Purple Mash 和 Serial Mash。 在这里申请免费访问 . 家庭区 我们致力于提高英国最贫困社区的阅读、写作、口语和听力技能，那里三分之一的人有识字问题。 由于识字率低是代际相传的，因此我们将工作重点放在家庭、年轻人和儿童身上。 埃里克·卡尔 (Eric Carle) 读《好饿的毛毛虫》(The Very Hungry Caterpillar) - YouTube 看看《好饿的毛毛虫》的作者埃里克卡尔大声朗读这本经典的海鹦图画书。 飞跃启动 交互式学习系统，鼓励创造性、自信和快乐的学习者。 #mindhealthy@home 在家中照顾家人的情绪健康 生物多样性#EcoSchoolsAtHome 为了帮助支持那些仍在学校工作的人和那些现在不得不在家上学的人，我们想创建一套新的生态学校资源，可以对其进行调整，使您能够与任何年龄段的年轻人一起研究各种环境主题——同时应对 100 万和其他任务以及因 COVID-19 爆发而遇到的困难。 白玫瑰数学 White Rose Maths 受到全球领先的数学研究人员和从业者工作的影响、启发和启发，汇集了一支经验丰富、充满热情的数学教学专家团队，以培训、指导、帮助和支持所有想要改变世界的人他们的学校。 伟大的室内 启发国内年轻人思想的想法和活动 EYFS - 早期基础阶段 - BBC 教学 EYFS / 3 - 5 岁。音频通过故事、音乐、动作和歌曲为早期学习提供理想的资源。内容直接链接到早期基础阶段 (EYFS) 课程。 heyworth home learning activities home learning activity pack jan 2021 Massage Music A Summer Sky 00:00 / 04:44

州长信息 宪法 省长出席 州长出席 PFR Parent Governors 州长手册 州长年度计划 州长和委员会结构 州长成员资格和信息 2022/2023

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. 和谐 In Harmony Liverpool 受到委内瑞拉的 El Sistema 的启发，使用管弦乐制作来改善埃弗顿儿童和年轻人的健康、教育和愿望。 In Harmony Liverpool 成立于 2009 年，当时有 84 个孩子，现在已经有 700 多名 0-18 岁的儿童和青少年及其家人每周免费参加最高质量的管弦乐制作，进出学校。音乐制作在 Faith 小学、Beacon CE 小学、埃弗顿幼儿园和家庭中心、All Saints 天主教小学、安菲尔德儿童中心和我们位于西埃弗顿的排练中心 Friary 的利物浦爱乐乐团进行。_cc781905-5cde- 3194-bb3b-136bad5cf58d_ Alexandra Dunn john-connolly Alex Holladay Gareth Twigg 如何联系 In Harmony Liverpool： 电话：07800 873981 www.liverpoolphil.com/inharmonyliverpool www.twitter.com/IH利物浦 https://www.facebook.com/LiverpoolPhilharmonic

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 Early Years Professional Development Programme (EYDP) https://www.earlyyearspdp.com/ I cannot recommend the Early Years Professional Development Programme enough to any early years practitioner whether they are new to the sector or have many years of experience. Being able to adapt ideas from the training and talking to colleagues on the webinar has been invaluable. Understanding children’s depth of knowledge in Early Maths has allowed me to enhance activities allowing me to see the immediate, positive impact on their learning. Ten simple hints and tips could make any setting become “language rich” and the ability to spot and fix communication “cold spots” personally I am so glad I signed up. June Cargill Ofsted Registered Outstanding Childminder Strategic Partners Stronger Practice Hub Privacy Notice

Liverpool City Region and Beyond Early Years Stronger Practice Hub Hub Home Events Newsletters Blogs Programmes Documents Subscribe Childminders Recruitment Sharing gifted resource bags Kendal Childminding Network Sharing how resource bags gifted by Liverpool City Region and Beyond Stronger Practice Hub have made an impact to a childminder network. How did you use the resource bag? Thank you so much for the resource box that Tracie (Strategic Childminder Support Lead) brought to our Network Drop in at Beck Community Centre in Kendal. We used the ‘Owl Babie’s’ story sack within the drop in while Tracie was with us. The children absolutely loved the story and used the fabulous puppets. We extended the activity by playing ‘sleeping owls’ then flying around and swooping down to picking up toys to put them away for tidy up time. Please share further information on how the resource bag supported your setting and how the resource bag may inspire or support other childminders? Every week each childminder will take home a different resource bag to share with their minded children and then swap the following week. They will also take it in turns to use a bag within the drop in, for the activity and swap ideas to extend activities within the bags. What impact did this resource bag have on the learning of the children in your setting? The children and childminders absolutely enjoyed using the story sack. Everyone joined in, got excited, had fun and laughed all the way through the story. They learnt all about why babies get upset when their mummy leaves them. It promoted discussion about emotions including how they felt that morning being dropped off at their childminders. The children talked about cuddling their childminders for reassurance and how they felt safe. Some of the children cuddled each other, others cuddled the owls. The children pretended to be sleeping baby owls, when woken they flew around swooping and diving down, before going back to sleep to do the actions again. After the session the children all helped to put the contents back into the bag ready for next time. Strategic Partners Stronger Practice Hub Privacy Notice

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

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

聚乙烯 PE 的教与学 尽管作为一所维护良好的托儿所，我们无权享受 Sport Premium，但我们明确关注所有儿童的体育教学和学习。 我们承认身体发育是 EYFS 学习的主要领域之一，并且理解孩子的身体发育是以后学习的基础，包括学习写作。因此，我们致力于每天为所有儿童提供有目的和刺激的体育学习体验——无论是在室内还是室外。 下载并阅读我们的身体发展计划。 physical development policy

Sensory Garden 和谐 Blogs In Harmony Liverpool 受到委内瑞拉的 El Sistema 的启发，使用管弦乐制作来改善埃弗顿儿童和年轻人的健康、教育和愿望。 In Harmony Liverpool 成立于 2009 年，当时有 84 个孩子，现在已经有 700 多名 0-18 岁的儿童和青少年及其家人每周免费参加最高质量的管弦乐制作，进出学校。音乐制作在 Faith 小学、Beacon CE 小学、埃弗顿幼儿园和家庭中心、All Saints 天主教小学、安菲尔德儿童中心和我们位于西埃弗顿的排练中心 Friary 的利物浦爱乐乐团进行。_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

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