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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 ਅੱਜ ਕਰਨ ਵਾਲੀਆਂ ਗੱਲਾਂ

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

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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: Everton Nursery School and Family Hub www.evertonnurseryschoolandfamilycentre.liverpool.sch.uk 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

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

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

Interactive stories from Booktrust the UK’s largest children’s reading charity ਘਰੇਲੂ ਸਿੱਖਣ ਦੀਆਂ ਕਹਾਣੀਆਂ ਬੁੱਕ ਟਰੱਸਟ ਯੂਕੇ ਦੀ ਸਭ ਤੋਂ ਵੱਡੀ ਬੱਚਿਆਂ ਦੀ ਰੀਡਿੰਗ ਚੈਰਿਟੀ ਬੁੱਕਟਰਸਟ ਤੋਂ ਇੰਟਰਐਕਟਿਵ ਕਹਾਣੀਆਂ। ਕੁਝ ਕੁੱਤੇ ਕਰਦੇ ਹਨ ਉੱਲੂ ਦੇ ਬੱਚੇ ਜੰਗਲ ਵਿੱਚ ਰੰਬਲ ਬਹੁਤ ਧਿਆਨ ਨਾਲ ਖੋਲ੍ਹੋ ਆਈf ਤੁਹਾਡੀ ਖੁਸ਼ੀ ਅਤੇ ਤੁਸੀਂ ਇਸ ਨੂੰ ਜਾਣਦੇ ਹੋ

Sensory Garden ਸੰਜੋਗ ਵਿਚ Blogs ਹਾਰਮਨੀ ਵਿੱਚ ਲਿਵਰਪੂਲ ਵੈਨੇਜ਼ੁਏਲਾ ਦੇ ਐਲ ਸਿਸਟੇਮਾ ਤੋਂ ਪ੍ਰੇਰਿਤ ਹੈ ਅਤੇ ਐਵਰਟਨ ਵਿੱਚ ਬੱਚਿਆਂ ਅਤੇ ਨੌਜਵਾਨਾਂ ਦੀ ਸਿਹਤ, ਸਿੱਖਿਆ ਅਤੇ ਇੱਛਾਵਾਂ ਨੂੰ ਬਿਹਤਰ ਬਣਾਉਣ ਲਈ ਆਰਕੈਸਟਰਾ ਸੰਗੀਤ-ਮੇਕਿੰਗ ਦੀ ਵਰਤੋਂ ਕਰਦਾ ਹੈ। 84 ਬੱਚਿਆਂ ਦੇ ਨਾਲ ਫੇਥ ਪ੍ਰਾਇਮਰੀ ਸਕੂਲ ਵਿੱਚ 2009 ਵਿੱਚ ਸਥਾਪਿਤ, ਹਾਰਮੋਨੀ ਲਿਵਰਪੂਲ ਵਿੱਚ ਇਸ ਲਈ ਵਿਸਤਾਰ ਕੀਤਾ ਗਿਆ ਹੈ ਕਿ 0-18 ਸਾਲ ਦੀ ਉਮਰ ਦੇ 700 ਤੋਂ ਵੱਧ ਬੱਚੇ ਅਤੇ ਨੌਜਵਾਨ ਅਤੇ ਉਨ੍ਹਾਂ ਦੇ ਪਰਿਵਾਰ ਹੁਣ ਹਰ ਹਫ਼ਤੇ ਮੁਫ਼ਤ ਵਿੱਚ ਉੱਚ ਗੁਣਵੱਤਾ ਵਾਲੇ ਆਰਕੈਸਟਰਾ ਸੰਗੀਤ-ਮੇਕਿੰਗ ਵਿੱਚ ਹਿੱਸਾ ਲੈਂਦੇ ਹਨ, ਸਕੂਲ ਦੇ ਅੰਦਰ ਅਤੇ ਬਾਹਰ। ਸੰਗੀਤ ਮੇਕਿੰਗ ਫੇਥ ਪ੍ਰਾਇਮਰੀ ਸਕੂਲ, ਦ ਬੀਕਨ ਸੀਈ ਪ੍ਰਾਇਮਰੀ ਸਕੂਲ, ਏਵਰਟਨ ਨਰਸਰੀ ਸਕੂਲ ਅਤੇ ਫੈਮਲੀ ਸੈਂਟਰ, ਆਲ ਸੇਂਟਸ ਕੈਥੋਲਿਕ ਪ੍ਰਾਇਮਰੀ ਸਕੂਲ, ਐਨਫੀਲਡ ਚਿਲਡਰਨ ਸੈਂਟਰ ਅਤੇ ਫ੍ਰਾਈਰੀ ਵਿਖੇ ਲਿਵਰਪੂਲ ਫਿਲਹਾਰਮੋਨਿਕ ਵਿਖੇ, ਵੈਸਟ ਏਵਰਟਨ ਵਿੱਚ ਸਾਡੇ ਰਿਹਰਸਲ ਕੇਂਦਰ ਵਿੱਚ ਹੁੰਦੀ ਹੈ।_cc781905-5cde- 3194-bb3b-136bad5cf58d_ A Reflective conversation A reflective conversation with SENCO class teacher Emma Louise Scott and HLTA Maria Edge from Everton talking to Diane Boyd. 1. Setting the Context - introduction to the Podcast and participants Emma and Maria 1 Reflective Conversation Setting the Context Artist Name 00:00 / 01:01 2. Initial first thoughts - before the sustainability training 2 Initial first thoughts Artist Name 00:00 / 00:51 3. Can the SGD's - be easily implemented into early childhood pedagogy 3SDG implemented Artist Name 00:00 / 03:14 4. Which SDG - did you feel you were more familiar with or relevant to your practice? 4 Which SDG Artist Name 00:00 / 05:00 5. What was the most significant point you took from the training 5 What was the most Artist Name 00:00 / 06:05 6. The interconnection of the three pillars of Sustainability 6 The interconnection Artist Name 00:00 / 04:56 7. Reflections and conclusion - What have you taken away from the training and our conversation 7 Reflections and conclusion Artist Name 00:00 / 03:13 Home | Climate Action Strategy | Case Studies | Curriculum Resources | Blog and Video Logs

ਮੇਨੂ ਦੇ New Menus for Monday 31st August Allergies Policy Children's Food Healthy Eating Statement Nutritional Policy

Parent carer information forms letters and what to expect. ਮਾਤਾ/ਪਿਤਾ/ਕੇਅਰਰ ਪੰਨਾ ਫਾਰਮ ਅਤੇ ਜਾਣਕਾਰੀ ਦਾਖਲਾ ਅਰਜ਼ੀ ਫਾਰਮ ਚਾਲ - ਚਲਣ ਨਰਸਰੀ ਲਈ ਦੇਰੀ EYFS ਵਿੱਚ ਕੀ ਉਮੀਦ ਕਰਨੀ ਹੈ ਮਾਤਾ-ਪਿਤਾ/ਸੰਭਾਲ ਕਰਨ ਵਾਲਿਆਂ ਨੂੰ ਚਿੱਠੀਆਂ ਮਾਤਾ-ਪਿਤਾ ਦਾ ਘੋਸ਼ਣਾ ਫਾਰਮ EYFS ਲਈ ਮਾਪਿਆਂ ਦੀ ਗਾਈਡ ਮਾਤਾ-ਪਿਤਾ ਦੀ ਜਾਣਕਾਰੀ ਦੀ ਕਿਤਾਬਚਾ 3-5 ਵਾਧੂ ਕੱਪੜੇ TOILET TRAINING ਯੂਨੀਫਾਰਮ ਕੀਮਤ ਸੂਚੀ ਸਾਡੇ ਨਰਸਰੀ ਸਕੂਲ ਬਾਰੇ ਮਾਪਿਆਂ ਦੀਆਂ ਟਿੱਪਣੀਆਂ ਜੈਕਬ ਨਰਸਰੀ ਵਿੱਚ ਸੁਰੱਖਿਅਤ, ਸਹਿਯੋਗੀ ਅਤੇ ਪਿਆਰ ਮਹਿਸੂਸ ਕਰਦਾ ਹੈ, ਤੀਹ ਘੰਟੇ ਦੀ ਸਿੱਖਿਆ ਪ੍ਰਾਪਤ ਕਰਨ ਨੇ ਉਸਨੂੰ ਆਪਣੇ ਸਾਥੀਆਂ ਨਾਲ ਖੋਜ ਕਰਨ ਅਤੇ ਸਿੱਖਣ ਵਿੱਚ ਵਧੇਰੇ ਸਮਾਂ ਬਿਤਾਉਣ ਦੀ ਇਜਾਜ਼ਤ ਦਿੱਤੀ ਹੈ। ਇਹ ਸਕੂਲ ਬੱਚਿਆਂ ਨੂੰ ਬਚਪਨ ਦੀ ਸਿੱਖਿਆ ਸਿੱਖਣ, ਖੋਜਣ ਅਤੇ ਆਨੰਦ ਲੈਣ ਲਈ ਸਭ ਤੋਂ ਸ਼ਾਨਦਾਰ ਮਾਹੌਲ ਪ੍ਰਦਾਨ ਕਰਦਾ ਹੈ। ਅਸੀਂ ਮਾਪਿਆਂ ਦੇ ਤੌਰ 'ਤੇ ਬਹੁਤ ਖੁਸ਼ਕਿਸਮਤ ਮਹਿਸੂਸ ਕਰਦੇ ਹਾਂ ਕਿ ਜੈਕਬ ਦੀ ਸਭ ਤੋਂ ਉੱਚੇ ਮਿਆਰਾਂ ਤੱਕ ਦੇਖਭਾਲ ਕੀਤੀ ਜਾਂਦੀ ਹੈ, ਉਸਦੀ ਫੈਮਲੀ ਵਰਕਰ ਫਾਈਲ ਨੇ ਅਸਲ ਵਿੱਚ ਉਸਦੇ ਵਿਕਾਸ ਦੇ ਮੀਲਪੱਥਰ ਅਤੇ ਟੀਚਿਆਂ ਨੂੰ ਸਮਝਣ ਵਿੱਚ ਸਾਡੀ ਮਦਦ ਕੀਤੀ ਹੈ'. -ਏਲੀਜ਼ਾ ਵਿਲਿਸ - ਜੈਕਬ ਵਿਲਿਸ ਦੇ ਮਾਤਾ-ਪਿਤਾ ਬੀਏ ਨੇ ਸਮਾਜਿਕ ਅਤੇ ਅਕਾਦਮਿਕ ਤੌਰ 'ਤੇ ਤਰੱਕੀ ਦੇ ਵੱਡੇ ਕਦਮ ਚੁੱਕੇ ਹਨ। ਉਸਦਾ ਵਿਸ਼ਵਾਸ ਬਹੁਤ ਉੱਚਾ ਹੈ ਅਤੇ ਅਸੀਂ ਉਸਨੂੰ ਇੰਨੇ ਉੱਚੇ ਮਿਆਰ ਦਾ ਪ੍ਰਬੰਧ ਨਹੀਂ ਦੇ ਸਕਦੇ ਸੀ। ਅਸੀਂ ਆਪਣੀ ਛੋਟੀ ਕੁੜੀ ਲਈ ਬਿਹਤਰ ਜ਼ਿੰਦਗੀ ਦੀ ਮੰਗ ਨਹੀਂ ਕਰ ਸਕਦੇ ਸੀ। ਬੀਆ ਨੂੰ ਬਾਹਰੀ ਖੇਤਰ ਪਸੰਦ ਹੈ, ਇਹ ਬਹੁਤ ਸਾਰੇ ਕਾਰਨਾਂ ਵਿੱਚੋਂ ਇੱਕ ਹੈ ਜਿਸ ਕਰਕੇ ਅਸੀਂ ਇਸ ਨਰਸਰੀ ਸਕੂਲ ਨੂੰ ਚੁਣਿਆ ਹੈ। -ਸੈਮ ਮੈਕਕੇਨਾ ਬੀ ਮੈਕਕੇਨਾ ਦੇ ਮਾਤਾ-ਪਿਤਾ ਹੈਡੀ ਨੂੰ ਨਰਸਰੀ ਵਿੱਚ ਆਉਣਾ ਬਹੁਤ ਪਸੰਦ ਹੈ ਅਤੇ ਮੈਂ ਸਟਾਫ਼ ਦਾ ਉਹਨਾਂ ਦੇ ਸਮਰਪਣ, ਸਮਰਥਨ ਅਤੇ ਸਖ਼ਤ ਮਿਹਨਤ ਲਈ ਧੰਨਵਾਦ ਨਹੀਂ ਕਰ ਸਕਦਾ ਹਾਂ ਤਾਂ ਜੋ ਇਹ ਯਕੀਨੀ ਬਣਾਇਆ ਜਾ ਸਕੇ ਕਿ ਹੇਡੀ ਆਪਣੀ ਸਿਖਲਾਈ ਦੇ ਸਾਰੇ ਖੇਤਰਾਂ ਵਿੱਚ ਤਰੱਕੀ ਕਰ ਰਹੀ ਹੈ। ਨਰਸਰੀ ਵਿੱਚ ਉਸਦੇ ਅਨੁਭਵ ਸ਼ਾਨਦਾਰ ਹਨ ਅਤੇ ਘਰ ਅਤੇ ਸਕੂਲ ਵਿਚਕਾਰ ਸੰਚਾਰ ਸ਼ਾਨਦਾਰ ਹੈ। ਤੁਹਾਡਾ ਧੰਨਵਾਦ! -ਫਰਾਂਸੀਨ ਮੈਕਆਰਡਲ ਹੇਡੀ ਹਿਊਜ਼ ਦੇ ਮਾਤਾ-ਪਿਤਾ ਰੂਬੀ ਹਮੇਸ਼ਾ ਨਵੇਂ ਲੋਕਾਂ ਦੇ ਆਲੇ-ਦੁਆਲੇ ਬਹੁਤ ਥੱਕੀ ਅਤੇ ਸ਼ਰਮੀਲੀ ਰਹਿੰਦੀ ਸੀ, ਸਕੂਲ ਦੀ ਰੁਟੀਨ ਅਤੇ ਸਕਾਰਾਤਮਕ ਮਾਹੌਲ ਨੇ ਰੂਬੀ ਨੂੰ ਵਧੇਰੇ ਆਤਮਵਿਸ਼ਵਾਸੀ ਬਣਨ ਦਾ ਅਭਿਆਸ ਕਰਨ ਦੀ ਇਜਾਜ਼ਤ ਦਿੱਤੀ ਹੈ। ਅਜਿਹੇ ਮਜ਼ੇਦਾਰ, ਸਿਰਜਣਾਤਮਕ ਅਤੇ ਕਲਪਨਾਤਮਕ ਕਾਰਜਾਂ ਨੂੰ ਤਿਆਰ ਕਰਨ ਲਈ ਅਧਿਆਪਕ ਜਿੰਨੀ ਮਿਹਨਤ ਕਰਦੇ ਹਨ, ਕਿਸੇ ਦਾ ਧਿਆਨ ਨਹੀਂ ਗਿਆ ਹੈ। ਰੂਬੀ ਨੇ ਮੈਨੂੰ ਦੱਸਿਆ ਕਿ ਉਹ ਬਾਹਰ ਖੇਡਣਾ ਪਸੰਦ ਕਰਦੀ ਹੈ, ਇੱਕ ਮਾਤਾ ਜਾਂ ਪਿਤਾ ਹੋਣ ਦੇ ਨਾਤੇ ਮੈਨੂੰ ਲੱਗਦਾ ਹੈ ਕਿ ਬਾਹਰੀ ਖੇਤਰ ਸ਼ਾਨਦਾਰ ਹੈ। ਮੈਂ ਅਤੇ ਰੂਬੀ ਦੇ ਡੈਡੀ ਦੋਵਾਂ ਨੇ ਕਹਾਣੀਆਂ ਪੜ੍ਹ ਕੇ ਅਤੇ ਰੂਬੀ ਦੀਆਂ ਤਸਵੀਰਾਂ ਦੇਖ ਕੇ ਬਹੁਤ ਮਜ਼ਾ ਲਿਆ ਹੈ! - ਕੋਰਟਨੀ ਨੀਡਹੈਮ - ਰੂਬੀ ਨੀਡਹੈਮ ਦੇ ਮਾਤਾ-ਪਿਤਾ ਐਨਜ਼ੋ ਨੂੰ ਤੀਹ ਘੰਟਿਆਂ ਦੀ ਸਿੱਖਿਆ ਤੋਂ ਬਹੁਤ ਫਾਇਦਾ ਹੋਇਆ ਹੈ। ਇਸ ਸਾਲ ਉਸਦੀ ਭਾਸ਼ਾ ਦੇ ਹੁਨਰ ਵਿੱਚ ਬਹੁਤ ਸੁਧਾਰ ਹੋਇਆ ਹੈ, ਉਹ ਹੁਣ ਸਾਡੇ ਨਾਲੋਂ ਵਧੀਆ ਅੰਗਰੇਜ਼ੀ ਬੋਲਦਾ ਹੈ, ਉਹ ਕਈ ਵਾਰ ਸਾਡੀਆਂ ਗਲਤੀਆਂ ਨੂੰ ਵੀ ਸੁਧਾਰਦਾ ਹੈ। ਐਂਜ਼ੋ ਸਕੂਲ ਦੀ ਰੁਟੀਨ ਨੂੰ ਪਿਆਰ ਕਰਦਾ ਹੈ ਅਤੇ ਦਿਨ ਦੀ ਸ਼ੁਰੂਆਤ ਮਸਾਜ ਨਾਲ ਕਰਦਾ ਹੈ। ਉਸਦੇ ਕਲਾਸ ਟੀਚਰ ਅਤੇ ਪਰਿਵਾਰਕ ਕਰਮਚਾਰੀ ਨਾਲ ਸੰਚਾਰ ਬਹੁਤ ਵਧੀਆ ਹੈ, ਮੈਨੂੰ ਹਮੇਸ਼ਾ ਭਰੋਸਾ ਹੈ ਕਿ Enzo ਸਕੂਲਾਂ ਦਾ ਅਨੰਦ ਲੈ ਰਿਹਾ ਹੈ ਅਤੇ ਕਿਸੇ ਵੀ ਚਿੰਤਾ ਨੂੰ ਤੁਰੰਤ ਸੰਚਾਰਿਤ ਕੀਤਾ ਜਾਵੇਗਾ। -Maria Siqueira - Enzo Siqueira ਦੇ ਮਾਪੇ