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_ 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

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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_ Blogs / Sensory Garden Everton Nursery Teacher Kate Doyle and Dr Diane Boyd present The Authentic development of a Sensory Garden through the 17 SDGs 1. The 'otherness' of the non-human world - highlighting worms! 2. Agency in Action – Children voicing their thinking through mark making. 3. Discovering recycling waste and contamination through a community visit. 4. Understanding Construction and Positioning of a Bug hotel in our garden. 5 Sparking interest through visiting Everton Park Nature Garden in our neighbourhood 6. The Fix-it Shop! Shopping lists, money, decision – making in action. 7. Sensory cognitive explorations using recycleable sustainable resources through tyres, hurricanes and the rain! 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 Blogs Childminders Programmes Documents Subscribe Early Years Professional Development Programme Newsletters Recruitment Recruitment New Early Years Learning Lead Opportunities Coming September 2026 We are pleased to share new Department for Education roles coming to Early Years Stronger Practice Hubs from September 2026 . These new Early Years Learning Lead roles are advertised below, strengthening sector-led support and professional practice in three key areas of the Early Years Foundation Stage (EYFS): Communication and Language (4 days per week), Mathematics (3 days per week) and Personal, Social and Emotional Development (2 days per week). Are you an experienced Early Years Leader or Setting Manager ready for your next professional challenge? As an Early Years Learning Lead, you will facilitate high-quality Department for Education (DfE) approved Continual Professional Development (CPD) for practitioners, provide specialist subject support to Early Years settings, and engage in regional and national networking with fellow professionals. Your expertise and passion will be instrumental in driving excellence and innovation across the sector. Early Years Learning Lead Application Pack Communication and Language Lead (4 days per week): Promote language-rich environments, develop practitioner knowledge and support communication development for all children. Mathematics Lead (3 days per week): Champion mathematical learning and development, supporting practitioners to embed numeracy and spatial reasoning in everyday practice. Personal, Social and Emotional Lead (PSED 2 days per week): Lead initiatives which support practitioners to foster children’s emotional wellbeing, social skills and resilience within Early Years settings. These roles will be contracted by the Stronger Practice Hub (SPH) with an allocated day rate of £500/day and are funded up until March 2028 in the first instance, with the possibility of contracts being extended dependent on funding. All roles are for 38 weeks of the year (term-time) and can be undertaken in one of two ways: Being paid directly as a self-employed contractor / consultant or By agreed release from your existing role, with payment be made to your setting for your release These newly created roles offer an opportunity for experienced early years professionals to influence practice, support continuous improvement, and work collaboratively with settings across their local area. Click on the links below if you wish to apply for any of the roles. Closing date: Monday 6th July 2026, 12 noon To apply, please complete the EOI, and email it to: SpHubNW@evertoncentre.liverpool.sch.uk New Early Years Learning Lead Opportunities now open. Early Years Stronger Practice Adviser for Group-Based Provision Early Years Stronger Practice Hubs are now looking for applicants to join phase 2 of delivery; applicants will need to be willing to provide support in the areas covered by their local EYSPH. Please note that advisers will be required to work across more than one Local Authority. Early Years Stronger Practice Adviser for Childminder Provision Early Years Stronger Practice Hubs are now looking for applicants to join phase 2 of delivery; applicants will need to be willing to provide support in the areas covered by their local EYSPH. Please note that advisers will be required to work across more than one Local Authority. Strategic Partners Stronger Practice Hub Privacy Notice

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

Liverpool City Region Early Years Stronger Practice Hub Hub Home Events Newsletters Blogs Programmes Documents Subscribe Childminders Recruitment Recruitment Recruitment Opportunities will appear here. Strategic Partners Stronger Practice Hub Privacy Notice

学期日期 Term Dates 2026 / 2027

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

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

The Liverpool City Region Early Years Stronger Practice Hub is one of 36 DfE designated Stronger Practice Hubs across England. The Liverpool City Region Hub will cover the Liverpool City Region Local Authorities , offering bespoke support, EEF evidence informed training opportunities as well as conferences and opportunities to network with others working in Early Years. 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 36 DfE designated Stronger Practice Hubs across England. The Liverpool City Region Hub will cover five of the Liverpool City Region Local Authorities of Liverpool, Sefton, Knowsley, St. Helen's and Wirral. Other Liverpool City Region Local Authorities will be covered by Generate Early Years Stronger Practice Hub. 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 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 The early years stronger practice hubs programme has supported early years practitioners across England since its launch in November 2022, sharing evidence-informed best practice and offering professional development to improve outcomes for young children. Initially there were 18 early years stronger practice hubs, with two in each government office region. In summer 2025, the government published its Giving every child the best start in life paper, confirming that the network will expand to 36 hubs from September 2026. From April 2026, Ambition Institute has taken on the role of delivery partner for the programme, appointed by the Department for Education as part of the government's Best Start in Life strategy. You can find the up-to-date list on all stronger practice hubs here: Early years stronger practice hubs - GOV.UK 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 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, within each of the government office regions. Everton Nursery School and Family Centre lead the Liverpool City Region Stronger Practice Hub supporting Local Authorities surrounding the 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. Relevant links to settings and Strategic Partners: Lead setting: Everton Nursery School and Family Hub www.evertonnurseryschoolandfamilycentre.liverpool.sch.uk email: SpHubNW@evertoncentre.liverpool.sch.uk Telephone: 0151 233 1969 Instagram lcr_strongerpracticehub Strategic Partners: East Prescot Nursery School https://www.eastprescotroad.co.uk/ Tracie Dowling Childminder https://tracies-treasures.com/ Kids Planet Nurseries https://www.kidsplanetdaynurseries.co.uk/find-a-nursery/wallasey/ Early Years Sustainable Hub https://www.evertonnurseryschoolandfamilycentre.org/early-years-sustainable-hub Ganneys Meadow School and Family Hub https://ganneysmeadow.co.uk / Rainhill Community Nursery https://www.rainhillnursery.st-helens.sch.uk/ National Early Years Stronger Practice Hubs Website Email: SpHubNW@evertoncentre.liverpool.sch.uk Strategic Partners Stronger Practice Hub Privacy Notice

特殊教育需要和残疾 在 Everton Nursery School and Family Centre，我们致力于确保所有儿童在任何时候都能获得尽可能高的学习和教学标准，无论他们的能力、年龄、种族或性别如何。 虽然我们承认孩子们以自己的速度学习和发展，但我们的目标是通过精心区分的教学和学习经验以及通过设定实现的理想目标来挑战所有孩子。 请参阅下面的学校录取文件，其中概述了我们为提供优质教育并照顾有特殊教育需求和残疾的儿童所做的一切。 下载并阅读我们的学校录取文件。 下载并阅读我们的特殊教育需求和残疾政策。 Download and read our Special Educational Needs and Disability Summary. 下载并阅读我们的无障碍计划。 点击 这里 访问利物浦地方当局“早期帮助目录”页面。