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学校/中心政策 在 Everton Nursery School and Family Centre，我们制定了一系列详细且包容的政策，以支持高质量的实践和规定。 要下载和阅读我们的一些政策，请单击下面的链接。 我们的管理团队可应要求提供所有学校/中心政策的纸质副本。 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

Our aim is to encourage and inspire our families to support their child’s home learning. Through our Remote Learning Contingency Plan 远程学习应急计划 Remote Learning Contingency Plan (Review Jan 27)

学习环境

Ofsted 报告 埃弗顿托儿所和家庭中心于 2018 年 10 月 16 日根据短期检查框架的第 8 节接受了 HMI 的检查。 请单击下面查看发送给校长 Lesley Curtis 博士的信件副本OBE. Everton Nursery School and Family Centre 保持着杰出的评价，这是自 2004 年以来作为幼儿园的第五次杰出评价。 点击 这里 读信。 埃弗顿幼儿园和家庭中心 Ofsted 报告 2014 年 5 月，Ofsted 对埃弗顿托儿所和家庭中心进行了检查，并授予了 Outstanding 判决。 Click 在这里阅读报告。 在 2014 年 5 月之前，埃弗顿托儿所和家庭中心也在 2011 年 5 月、2008 年 5 月和 2004 年 5 月接受了检查。 要下载和阅读每一份检查报告，请 点击这里 . 埃弗顿幼儿园和家庭中心日托 Ofsted 报告 埃弗顿托儿所和家庭中心日托部门于 2014 年 9 月接受了检查，并获得了出色的判断。 下载阅读这份检测报告，请 点击这里 . 埃弗顿儿童中心 Ofsted 报告 埃弗顿儿童中心于 2011 年 1 月接受了检查，并获得了出色的评价。 下载阅读这份检测报告，请 点击这里 .

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

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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.

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

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. 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. 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