Climate action planning 和谐 Climate action Dfe Strategy Climate Action Planning 1. GETTING STARTED 2. Blank Climate action planning template 3. An example of an action plan using the 3 pillars of sustainability 4. An example of an action plan using place based alearning approach Climate Action Training 1. CAP from audit exemplar 1 column logo 2. CAP from audit exemplar 1 columns blank 3. CAP from audit exemplar 3 columns 4. CAP from audit exemplar blank 3 columns 5. Climate Action Plan Audit 2026 Home | Climate Action Strategy | Case Studies | Curriculum Resources | Blog and Video Logs

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 | Parent Wellbeing 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

Family Hubs Home | Help and Advice | Family Activities | Splash Pool | Parent Wellbeing 1/5 会议设施和房间租用 池会话 可用，周三和周四 会议时间 9.45am - 10.45am,11.15am - 12.15pm, 1.15pm - 2.15pm . 费用为每位成人 4.00 英镑。 Family Hubs Home | Help and Advice | Family Activities | Splash Pool

学习环境

Online Safety is very important to us at Everton Nursery School and Family Centre. 上网安全 埃弗顿幼儿园和家庭中心的在线安全对我们来说非常重要。 请参阅下面的各种链接，以支持您在上网时保护自己和孩子的安全。 _cc781905 -5cde-3194-bb3b-136bad5cf58d_ 我们最近开通了自己的 You Tube 频道。 为了在观看 You Tube 时保护您的孩子，请查看显示简单说明的 PDF使用 You Tube 时的模式'。 这将在您的孩子浏览网站时阻止成熟或不适当的内容。 限制指南 YouTube 如需 Facebook 家长指南，请点击 这里 . Facebook上的更多信息， 关联 . 更多社交媒体指南 这里。 想知道 是来自英国NCA-CEOP的教育计划，该组织是一个在线和离线保护儿童的组织 Thinkuknow Online 居家安全包 简单的 15 分钟家庭活动 can do to support their child's online safety in home.套装适用于 4 至 14 岁以上的儿童。家长还可以观看我们关于不同在线安全主题的视频指南。 Thinkuknow 在线安全工具包 对于面对面的学习： Bitesize 活动和工作表 基于我们的家庭活动包，您可以在您的教育环境中面对面地向儿童和年轻人提供这些活动包。这些工具包适用于 5 至 14 岁以上的儿童。 有关包括社交媒体在内的一系列 ICT 事务的信息，请单击 这里 访问 BBC Webwise 页面。 几年前，埃弗顿幼儿园和家庭中心获得了 360 度安全在线安全标志。 要阅读或下载我们学校/中心的在线安全政策，请单击 这里 . Keeping under fives safe online

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. Outstanding Nursery School in Liverpool | Everton Nursery 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 1/3 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

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 26-27

Curriculum Resources Everything from how you manage energy and waste, through to the food you serve and the resources you use, can have a huge impact on both the environment and your business costs. 和谐 Curriculum resources 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_ Role of the adult supporting Environmental Awareness Anchor 1 Story Planning Anchor 2 Anchor 3 Anchor 4 Home | Climate Action Strategy | Case Studies | Curriculum Resources | Blog and Video Logs

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

Liverpool City Region Early Years Stronger Practice Hub Hub Home Events Newsletters Blogs Programmes Documents Subscribe Childminders Recruitment Literacy Blog, written for Childminders By June Cargill (Childminder) As an Ofsted Registered Childminder with 29 years of experience in the Early Years Sector I know we are unique, being flexible for parents, with a development rich opportunity to offer life experiences and activities in readiness for children to attend school and become adults. Experiences in the first years of a child’s life are crucial and it is an honour to have that in our hands every day, nurturing, caring and sparking children’s imagination, interests and passions…… seeing them flourish and grow is a privilege to behold and we should, quite rightly feel proud. I also appreciate that working with the under-fives can sometimes be intuitive. We know what stages children should be at their expected development ages and that the diversity rich activities and experiences we give children encourage future skills for their next steps. Understanding in depth why we do what we do can be crucial to be able to reflect and review on our own setting as well as working with parents when we identify possible challenges and development delays. Our ongoing personal development is key to broaden our understanding of children’s development, learn new key findings from research undertaken for the early years and broaden our depth of understanding on children’s learning outcomes. 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. What does the evidence say? The Early Years Foundation Stage Framework Early years foundation stage (EYFS) statutory framework - GOV.UK refers to The Development Matters document, a non-statutory curriculum guidance…… ”It is crucial for children to develop a life-long love of reading. Reading consists of two dimensions: language comprehension and word reading. Language comprehension (necessary for both reading and writing) starts from birth. It only develops when adults talk with children about the world around them and the books (stories and non-fiction) they read with them, and enjoy rhymes, poems and songs together. Skilled word reading, taught later, involves both the speedy working out of the pronunciation of unfamiliar printed words (decoding) and the speedy recognition of familiar printed words. Writing involves transcription (spelling and handwriting) and composition (articulating ideas and structuring them in speech, before writing)” Development Matters - Non-statutory curriculum guidance for the early years foundation stage The Education Endowment Foundation Evidence Store also highlights the definition of Early Literacy Early Years | EEF “Literacy describes a range of complex skills. It includes the word-level skills of both word reading and spelling and the text-level skills of reading comprehension and writing composition. The overall aim of these skills is for an author to effectively communicate their message and for a reader to understand it. These literacy skills (word reading, spelling, reading comprehension, and writing composition) rely, to some extent, on the same underlying processes and are therefore linked. Learning to be a reader and writer relies on three broad underlying skills or areas of learning: speech, language, and communication skills; physical development, particularly fine motor skills; and executive function skills, including working memory and speed of retrieval from memory. The extent to which these processes are involved differs between aspects of reading and writing and at different points during literacy development. Educators working with early years children play a pivotal role in laying the foundations for literacy by facilitating the development of the skills above, helping children learn how to engage these processes so they work together and, in the latter part of the early years phase, teaching knowledge specifically for literacy (for example, letter-sounds and features of books). EEF | Early Literacy Approaches that support communication and language are fundamental to supporting children’s early literacy. Children with language weaknesses may need more support with such skills to facilitate their literacy learning. Children with language weaknesses include those with a language impairment and may include children with English as an additional language or those from lower income families. Educators should use their own professional judgement and seek additional guidance when applying early literacy approaches to these groups of children. These approaches that the Evidence Store referred to are as follows; I have added examples from my own practice to help unpick what may be unfamiliar words or reference: 1. Interactive reading: actions within the context of shared reading that encourage children to become an active participant in ‘reading’ the book; “Seeing children who are eager lead their own story time, we must recognise this is such an important part of their development. Seeing proof that our story times are fun, interactive and having an impact on their love of books is so rewarding. Having books accessible to children as a continuous provision and making “quiet areas” so children can take the opportunity to sit and look through books is an essential part of any setting. Try and identify a favourite book that children return to which can then assist planning for children’s next steps in Literacy and other development areas” 2. Teaching sound discrimination: supporting children to identify sounds and notice similarities and differences between individual sounds and groups of sounds; “My minded children love interactive sessions when we explore sounds, from their first letter of their name to practice pronunciation or rhyming words that extend their vocabulary but can end up made up words eg Bee, Me, Pee, Fee or Honey, Funny, Punny, Tunny. Satisfaction knowing you can not only extend children’s word knowledge but hear evidence when children giggle at words they understand are not real”. 3. Teaching sound manipulation: supporting children to break down, combine, and change sounds; Again like sounds, using rhyming word string is helpful and I enjoy using clapping to help identify syllables not only during adult let activities but throughout the day to help them “decode” words but I have found the children enjoy this approach and are eager participants. Children love the fact that I only get one clap for my name! Not only will you extend and introduce words like Rhinoceros, Hippopotamus and Tyrannosaurus instead of Rhino, Hippo or TRex but the opportunities to explore syllables are limitless. 4. Teaching sound-letter mapping: learning the written letters (graphemes) that go with particular letter-sounds (phonemes); “This is difficult to map the impact with mapping as evidence shows that children must have a good understanding of sound discrimination and manipulation but in my experience word labels, a self -registration board, name tags and resource labels are an important part of my setting. I can reflect that children that then move to pre-school can all recognise their printed name and are good at recognising printed words in their community 5. Teaching mark-making and letter formation: adults support children to use tools to make marks that represent their thoughts and ideas: “Communication, Language and Physical Development play a huge role in mark making, letter formation and Interactive writing. We all know that a young child who is unable to use palmar, tripod grip or with limited gross movements effectively can impact on all areas of Literacy in their future development. 6. Teaching sound-letter mapping: learning the written letters (graphemes) that go with particular letter-sounds (phonemes); “This is difficult to map the impact with mapping as evidence shows that children must have a good understanding of sound discrimination and manipulation but in my experience word labels, a self -registration board, name tags and resource labels are an important part of my setting. I can reflect that children that then move to pre-school can all recognise their printed name and are good at recognising printed words in their community What can we do? Given literacy’s reliance on other areas of learning, practitioners should be aware of a child’s development in all areas of the Early Years Foundation Stage (EYFS) essential to Early Literacy. We recognise that most of a child’s learning is in their home, we support and observe their development so working with parents is a major part of our role. Difficult conversations can take place when we identify a possible delay and parents do not agree or may be reluctant to see an issue. This can be difficult if as practitioners, we refer to development delays in a negative way. To inform parents that their child cannot use palmar grip effectively to hold a crayon in mark making, use one handed tools in play or mealtimes can counterproductive for their support at home. Negative communication with parents can be detrimental to parents understanding. Instead of stating what a child cannot do something use positive communication, saying that you are concentrating on palmar grip in all areas of play, independence and for meal times explaining, in turn this will develop the child’s ability to use one handed tools effectively, which in turn give them the hand strength abilities to start using mark making and writing skills…. helping parents see the goal you are supporting their child for. Offering suggestions for activities for example nursery rhyme bags, story sacks and books, suggest practical examples how parents can correct or encourage for example how the child holds a spoon and turn pages in a book. Send photographs during the day to see the activities first hand, offer information sheets or resources to borrow. Childminders are unique in knowing not only our children but their families too and can draw on this knowledge to adapt our strategy for home learning support. We know our families and in March 2025 the Government published “18% of children in working families were in low income” Households Below Average Income: an analysis of the UK income distribution: FYE 1995 to FYE 2024 - GOV.UK Knowing our families so well we can understand that buying resources and books could be difficult as well as finding “free” time outside of their working days so by way of sharing resources and ideas as well as embedding an Early Literacy rich environment in our setting is crucial. We also need to be aware of our community and the impact that can have on our minded children from English as an additional language, Areas of Deprivation, poverty and local areas of learning from parks, museums, places of interest and their accessibility for your minded children. I have added some further reading, evidence based practical information and Personal Development suggestions I hope you find useful and remember, log on your personal development 😊 References Early Years Foundation Stage Framework for Childminders EYFS statutory framework for childminders Development Matters Development Matters - Non-statutory curriculum guidance for the early years foundation stage Government Help for Early Years Providers Help for early years providers : Areas of learning The Education Endowment Foundation Evidence Store Early Years | EEF https://educationendowmentfoundation.org.uk/early-years/evidence-store/early-literacy The Governments Free Early Years Child Development Training with 7 modules to access at your own pace Early years child development training : Home page Strategic Partners Stronger Practice Hub Privacy Notice

Everton Nursery School and Family Hub 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. 1/5 Look at the activities we explore at Everton Nursery School and Family Centre Up We have 2, 3 and 4 year old 15 hour funded places available. Apply here Up 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. On behalf of all the Staff and Governors I would like to welcome 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 Children's Centre 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. 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. Cresswe ll 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. 欢迎来到埃弗顿幼儿园和家庭中心。 我谨代表全体员工和州长欢迎所有儿童及其家人。 我们期待在下一学年与您合作。托儿所和儿童中心的开放时间为上午 8 点 30 分至下午 4 点。在此期间可以支持给托儿所和儿童中心打电话。 在这些时间之外，电话和接待处没有工作人员。 如果您想报告孩子缺勤，请使用 ParentMail 或在答录机上留言。 从 2022 年 9 月起 ，请注意上课等候区有两个不同的入口。家长被要求在指定区域等候孩子上课，保持社交距离。 Spencer 班级的孩子将与父母一起在 Spencer Street 的员工停车场等候。 Cresswell 和 Heyworth 的孩子将在学校/中心后面的等候区等候，通过 Spencer Street 游客停车场的 Forest School 路径门进入。 Cresswell Street 入口/出口大门在孩子进出场所期间不会打开。 工作人员将在一天开始/结束时支持您进出学校/中心场所学校时代。 请将车停在远离学校大门的地方（不要停在禁止停车的黄色之字形线上）或使用现场的访客停车场或将车停在远离 Spencer 或 Cresswell Street 的地方，然后步行到学校大门入口，以确保所有孩子的安全。_cc781905 -5cde-3194-bb3b-136bad5cf58d_ 上课时间如下： Cresswell 课程：周一、周二、周四和周五上午 9 点开始，下午 3 点结束。 周三上午 Cresswell 课程上午 9 点开始，中午 12 点结束。下午的Cresswell课程在周三中午12点15分到下午3点15分开始。 Spencer 1 和 2 类： 9.00a.m。周一、周二、周四和周五开始，下午 3 点结束。 周三上午 Spencer 课程从上午 9 点开始，中午 12 点结束。下午的 Spencer 课程于周三中午 12 点 15 分至下午 3 点 15 分开始。 Spencer 3 Center for Nurture 课程于上午 9 点开始。下午 3 点结束。在斯宾塞街入口/出口。 Heyworth 课程于上午 9 点开始。从学校/中心后面的等候区进入，下午 3 点结束。在星期一、星期二、星期四和星期五或中午 12 点（如果您有上午的位置）。 星期三上午海沃思课程从上午 9 点开始，到中午 12 点结束。下午的海沃思课程在周三中午 12 点 15 分至下午 3 点 15 分开始。付费地点的时间为上午 8 点至下午 1 点。或下午 1 点到下午 5.15 开始和结束时间。 我们的早餐供应从早上 8 点开始在学校礼堂举行。请在斯宾塞街学校厨房附近的双扇门等候，一名工作人员将从双扇门接收/送走您的孩子。 我们的课后用品也在学校礼堂。 最迟在下午 5 点 15 分之前从课后用品中收集孩子。如果父母/看护人迟到从放学后或主要上课日接孩子/孩子，每小时收费 5 英镑。 任何孩子都不得提前离开托儿所，除非他们有医疗预约并有预约证据。 幼儿园教育资助部分 2 岁和 3 和 4 岁儿童 15 小时，3 和 4 岁儿童 30 小时的工作父母。 所有会议都需要全勤和准时。 出勤率低和守时不佳将受到挑战（根据我们地方当局的要求），并可能影响您孩子的位置。 目前，访问我们的托儿班只能通过预约。 与此同时，请参阅下面我们课堂学习环境的虚拟导览。 Heyworth 是我们的 2-3 年班，Cresswell 和 Spencer 是我们的 3-4 岁班。 最后，如果您认为自己有冠状病毒的症状，请不要进入托儿所或儿童中心。 如果您有任何问题或疑虑，请联系我 on evertonnsfc@evertoncentre.liverpool.sch.uk 此致 L. 柯蒂斯 Dr.莱斯利柯蒂斯 OBE 校长/中心主任 No children are to leave their nursery sessions early unless they have a medical appointment with evidence seen of the appointment. Nursery education is funded for 15 hours for some 2 year olds and 3 and 4 year olds and 30 hours for 3 and 4 year olds for parents who work. Full attendance and punctuality is required at all sessions. Poor attendance and punctuality will be challenged (as required by our Local Authority) and could impact on your child’s place. At present, visits to our Nursery Class are by appointment only. In the meantime please see below 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 L. Curtis Dr. Lesley Curtis OBE Headteacher/Head of Centre 今天要做的事 Load More

Liverpool City Region and Beyond Early Years Stronger Practice Hub Hub Home Events Newsletters Blogs Programmes Documents Subscribe Childminders Recruitment Do something BIG, work with small children - early years recruitment campaign now live! The Department for Education’s early years and childcare recruitment campaign is now live: ‘Do something BIG. Work with small children.’ The campaign aims to raise the profile of the sector and showcase the important contribution made by early years professionals in preparing young children for school and beyond. It is a multi-channel broadcast campaign, running across TV, cinema, social media, online, radio and out of home advertising to boost interest in the sector and support the recruitment of talented staff. The campaign will point people to a newly launched early years careers website which includes information on the opportunities out there to build a fulfilling career in nurseries, pre-schools or as a childminder. ACTION 1: Upload vacancies to Find a job The campaign and website direct users to DWP’s Find a job platform (which is free to use) to search for roles in their area. We want to ensure as many roles as possible are available to potential applicants in one place. We therefore strongly encourage you to ensure all current or upcoming roles in your setting are listed on Find a Job. Please watch these video tutorials to help you create an employer account and post your jobs. You should use the term ‘early years’ in the title of your job adverts and select ‘Education jobs’ for the job category. This will ensure your vacancies are seen by a large pool of potential candidates. ACTION 2: Help us to promote the campaign We’d be grateful for any support you can offer in promoting the campaign locally. Please use the dropbox of campaign assets to amplify the campaign across your networks and tag all social posts with #DoSomethingBig. The campaign TV advert can also be accessed here . We’ll also be sharing a campaign toolkit with you shortly that contains further assets you can download and use for your own promotional and recruitment needs. If you have any questions about the campaign, please email earlyyears.careers@education.gov.uk . Foundation Years is funded by the Department for Education and brought to you by Coram Family and Childcare and Hempsall's. Strategic Partners Stronger Practice Hub Privacy Notice