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We can provide meeting rooms suitable for every occasion from a one to one meeting, to a conference for 100 people. Esol RLC The Base Esol 1/7 Salles de conférence et location de salles Salles de conférence et location de salles Nous pouvons fournir des salles de réunion adaptées à toutes les occasions, d'une réunion individuelle à une conférence pour 100 personnes. vous pouvez être sûr de passer un moment confortable à l'école maternelle et au centre familial d'Everton. Notre personnel de cuisine sur place peut répondre à vos besoins et exigences individuels. Des équipements de présentation et TIC peuvent être fournis, notamment des projecteurs LCD, des ordinateurs, des haut-parleurs et bien plus encore. Pour plus d'informations, veuillez appeler le 0151 233 1969. Tarifs de location de salle 250 £ par jour, de 8h30 à 16h30 125 £ par jour, 8h30-12h30 ou 12h30-16h30 L'utilisation horaire est disponible entre 15h00 et 15h00. et 19h et est facturé à 30,00 £ par heure. Des rafraîchissements (thé, café, eau et biscuits) peuvent être fournis. Parking gratuit disponible. Room Hire Prices £250 per day, 8.30a.m.- 4.30p.m. £125 per day, 8.30a.m.-12.30p.m. or 12.30p.m.- 4.30p.m. Hourly usage is available between 3p.m. and 7p.m. and is charged at £30.00 per hour. Refreshments (Tea, Coffee, Water and Biscuits) can be provided. Free Car Parking available. Room Booking Form

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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. Bienvenue à l'école maternelle et au centre familial d'Everton. Au nom de tout le personnel et des gouverneurs, je souhaite la bienvenue à tous les enfants et à leurs familles. Nous sommes impatients de travailler avec vous au cours de la prochaine année universitaire. L'école maternelle et le centre des enfants sont ouverts de 8h30 à 16h. Les appels téléphoniques à l'école maternelle et au centre pour enfants peuvent être pris en charge pendant cette période. En dehors de ces horaires, les téléphones et la réception ne sont pas pourvus. Si vous souhaitez signaler l'absence d'un enfant merci d'utiliser ParentMail ou de laisser un message sur le répondeur. A partir de septembre 2022 , veuillez noter que les zones d'attente pour les cours se font par deux entrées différentes. Les parents sont priés d'attendre dans les zones désignées la classe de leur enfant en distanciation sociale. Les enfants de la classe Spencer doivent attendre dans le parking du personnel avec leurs parents dans la rue Spencer. Les enfants de Cresswell et Heyworth doivent attendre dans la zone d'attente à l'arrière de l'école/du centre accessible par la porte du sentier Forest School depuis le parking visiteurs de Spencer Street. La porte d'entrée/sortie de Cresswell Street ne sera pas ouverte pendant que les enfants entrent et sortent des locaux. les horaires scolaires. Veuillez vous garer loin des portes de l'école (et non sur les lignes jaunes en zigzag interdisant le stationnement) ou utiliser le parking des visiteurs sur place ou vous garer loin de Spencer ou Cresswell Street et marcher jusqu'aux entrées de l'école pour assurer la sécurité de tous les enfants._cc781905 -5cde-3194-bb3b-136bad5cf58d_ Les horaires des cours sont les suivants : Cours Cresswell : début à 9h00 et fin à 15h00 les lundi, mardi, jeudi et vendredi. Le mercredi matin, le cours Cresswell commence à 9h00 et se termine à 12h00. et le cours Cresswell de l'après-midi commence de 12h15 à 15h15 le mercredi. Classes Spencer 1 et 2 : 9h00 départ et fin à 15h00 les lundi, mardi, jeudi et vendredi. Le mercredi matin, les cours Spencer commencent à 9h00 et se terminent à 12h00. et les cours Spencer de l'après-midi commencent de 12h15 à 15h15 le mercredi. Spencer 3 Center for Nurture Class commence à 9h00. et se termine à 15h. à l'entrée/sortie de la rue Spencer. Les cours Heyworth commencent à 9h. et sont accessibles depuis la zone d'attente à l'arrière de l'école/du centre et se terminent à 15h. le lundi, mardi, jeudi et vendredi ou 12h si vous avez une place le matin. Le mercredi matin, les cours Heyworth commencent à 9h00 et se terminent à 12h00. et les cours Heyworth de l'après-midi commencent de 12h15 à 15h15 le mercredi. Les places payantes ont de 8h à 13h. ou 13h à 17h15 heures de début et de fin. Notre service de petit-déjeuner a lieu dans le hall de l'école de 8h00 à 18h00. Veuillez patienter aux doubles portes près de la cuisine de l'école dans la rue Spencer et un membre du personnel recevra/conduira votre enfant par les doubles portes. Notre service périscolaire se trouve également dans le hall de l'école. Les enfants sont à récupérer au service périscolaire au plus tard à 17h15. Si les parents/tuteurs sont en retard pour récupérer leur(s) enfant(s) après l'école ou le jour de l'école principale, des frais de 5 £ par heure seront facturés. Aucun enfant ne doit quitter ses séances de garderie plus tôt que prévu, sauf s'il a un rendez-vous médical avec preuve du rendez-vous. L'enseignement maternel est financé pendant 15 heures pour certains 2 ans et 3 et 4 ans et 30 heures pour les 3 et 4 ans pour les parents qui travaillent. La présence et la ponctualité sont requises à toutes les séances. La mauvaise assiduité et la ponctualité seront remises en cause (comme requis par notre autorité locale) et pourraient avoir un impact sur la place de votre enfant. Actuellement, les visites de notre classe maternelle se font uniquement sur rendez-vous. En attendant, veuillez consulter ci-dessous les visites virtuelles de nos environnements d'apprentissage en classe. Heyworth sont nos classes 2-3 ans et Cresswell et Spencer sont nos classes 3-4 ans. Enfin, veuillez NE PAS entrer sur le site de l'école maternelle ou du centre pour enfants si vous considérez que vous présentez les symptômes du coronavirus. Si vous avez des questions ou des préoccupations, veuillez me contacter au evertonnsfc@evertoncentre.liverpool.sch.uk Cordialement L. Curtis Dr. Lesley Curtis OBE Chef d'établissement / Chef de centre 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 Choses à faire aujourd'hui 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

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