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We are a SAFE School and Children's Centre ​Parents/carers should be aware that Everton Nursery School and Family Centre will take any responsible action to ensure the safety of its children. Ochrona i ochrona dzieci Jesteśmy BEZPIECZNĄ Szkołą i Centrum Dziecka Rodzice/opiekunowie powinni mieć świadomość, że Everton Nursery School and Family Centre podejmie wszelkie odpowiedzialne działania w celu zapewnienia bezpieczeństwa swoim dzieciom. W przypadkach, gdy personel żłobka/ośrodka ma powody, by obawiać się, że dziecko może być źle traktowane, zaniedbywane lub znęcane się w inny sposób, dyrektor szkoły/dyrektor ośrodka nie będzie miał innego wyjścia, jak postępować zgodnie z procedurami Liverpool Child Protection i poinformować służby ds. dzieci o zaniepokojeniu. Rodzice/opiekunowie nie zawsze będą w pełni poinformowani o obawach, chyba że dyrektor szkoły/dyrektor ośrodka ma pewność, że nie wpłynie to na bezpieczeństwo dziecka. Nazwany Wyznaczony Przewód Zabezpieczający to: Lesley Curtis (dyrektor szkoły/kierownik ośrodka) Wyznaczeni zastępcy liderów ds. ochrony to: Faye O'Connor Paula Fagan Ruth Scully Link do Centrum Dziecięcego ds. Ochrony Dziecka to: Paula Fagan Nominowanym gubernatorem odpowiedzialnym za ochronę i ochronę dzieci jest: Andrea Vaughan Wyznaczony gubernator odpowiedzialny za dzieci objęte opieką to: Ruth Scully Kopie Polityki ochrony i ochrony dzieci można otrzymać na życzenie w szkole/centrum. Jeśli masz jakiekolwiek obawy dotyczące bezpieczeństwa dziecka, możesz porozmawiać z dowolnym członkiem personelu lub zadzwonić do Careline pod numer: 0151 233 3029. Child Protection and Safeguarding Policy PANTS and The Underwear Rule: Learning about staying safe, keeping our private parts private and respecting the right to privacy – supported by content from the NSPCC. https://www.nspcc.org.uk/keeping-children-safe/support-for-parents/pants-underwear-rule/ https://www.nspcc.org.uk/keeping-children-safe/support-for-parents/pants-underwear-rule/pants-guides/ Children and young person guide to working together to safeguard children

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. 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 Centre. Mission Statement The mission of Everton Nursery School and Family Centre 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 Children's Centre 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. Witamy w Przedszkolu Everton i Centrum Rodzinnym. W imieniu całego Sztabu i Gubernatorów chciałbym powitać wszystkie dzieci i ich rodziny. Cieszymy się na współpracę z Tobą w następnym roku akademickim. Przedszkole i Centrum Dziecka czynne jest od 8:30 do 16:00. W tym okresie mogą być obsługiwane telefony do Przedszkola i Centrum Dziecka. Poza tymi godzinami telefony i recepcja nie są czynne. Jeśli chcesz zgłosić nieobecność dziecka, skorzystaj z poczty ParentMail lub zostaw wiadomość na automatycznej sekretarce. Od września 2022 r , należy pamiętać, że poczekalnie na zajęcia znajdują się przy dwóch różnych wejściach. Rodzice proszeni są o oczekiwanie w wyznaczonych miejscach na zajęcia swojego dziecka z zachowaniem dystansu społecznego. Dzieci z klasy Spencer mają czekać na parkingu pracowniczym wraz z rodzicami na Spencer Street. Dzieci Cresswell i Heyworth mają czekać w poczekalni na tyłach szkoły/ośrodka, do której wchodzi się przez bramę ścieżki Forest School z parkingu dla gości przy Spencer Street. Brama wejściowa/wyjściowa przy Cresswell Street nie będzie otwierana w czasie, gdy dzieci wchodzą i wychodzą z terenu szkoły. Personel pomoże Ci wejść/wyjść ze szkoły/ośrodka na początku/końcu dnia czasy szkolne. Parkuj z dala od bram szkolnych (a nie na żółtych zygzakowatych liniach zakazu parkowania) lub skorzystaj z parkingu dla gości na miejscu lub zaparkuj z dala od Spencer lub Cresswell Street i podejdź do wejścia do bramy szkolnej, aby zapewnić bezpieczeństwo wszystkim dzieciom._cc781905 -5cde-3194-bb3b-136bad5cf58d_ Godziny zajęć są następujące: Zajęcia Cresswell: rozpoczęcie o 9:00 i zakończenie o 15:00 w poniedziałek, wtorek, czwartek i piątek. W środę rano zajęcia w Cresswell rozpoczynają się o 9:00 i kończą o 12:00 w południe. a popołudniowe zajęcia Cresswell rozpoczynają się w środę od 12:15 do 15:15. Spencer 1 i 2 Klasy: 9.00a.m. początek i koniec o 15:00 w poniedziałek, wtorek, czwartek i piątek. W środę rano zajęcia Spencera zaczynają się o 9:00 i kończą o 12:00. a popołudniowe zajęcia Spencer rozpoczynają się w środę o 12:15 do 15:15. Spencer 3 Center for Nurture Zajęcia rozpoczynają się o 9 rano. i kończy o godz. przy wejściu/wyjeździe Spencer Street. Heyworth Zajęcia zaczynają się o 9 rano. i są dostępne z poczekalni na tyłach szkoły/ośrodka i kończą się o 15:00. w poniedziałek, wtorek, czwartek i piątek lub o 12 w południe, jeśli masz wolne miejsce. W środę rano zajęcia Heyworth zaczynają się o 9:00 i kończą o 12:00. a popołudniowe zajęcia Heyworth rozpoczynają się o 12:15 do 15:15 w środę. Płatne miejsca mają od 8:00 do 13:00. lub 13:00 do 17:15 godziny rozpoczęcia i zakończenia. Nasza oferta śniadaniowa odbywa się w holu szkolnym od godziny 8 rano. Proszę czekać przy podwójnych drzwiach w pobliżu kuchni szkolnej na Spencer Street, a członek personelu będzie przyjmował/wypuszczał Państwa dziecko z podwójnych drzwi. Nasza oferta zajęć pozalekcyjnych znajduje się również w holu szkolnym. Dzieci należy odebrać ze świetlicy najpóźniej do godziny 17:15. Jeśli rodzice/opiekunowie spóźnią się z odbiorem dziecka/dzieci z zajęć pozalekcyjnych lub głównego dnia szkolnego, naliczana jest opłata w wysokości 5 GBP za godzinę. Żadne dzieci nie mogą opuszczać swoich zajęć przedszkolnych wcześniej, chyba że mają umówioną wizytę lekarską z widocznym dowodem wizyty. Edukacja przedszkolna jest finansowana przez 15 godzin dla około 2-latków oraz 3- i 4-latków oraz 30 godzin dla 3- i 4-latków dla pracujących rodziców. Pełna obecność i punktualność jest wymagana na wszystkich sesjach. Słaba frekwencja i punktualność zostaną zakwestionowane (zgodnie z wymaganiami naszych władz lokalnych) i mogą mieć wpływ na miejsce Twojego dziecka. Obecnie wizyty w naszym przedszkolu odbywają się wyłącznie po wcześniejszym umówieniu. W międzyczasie zapraszamy do obejrzenia wirtualnych wycieczek po naszych środowiskach edukacyjnych w klasie. Heyworth to nasze zajęcia dla dzieci w wieku 2-3 lat, a Cresswell i Spencer to zajęcia dla dzieci w wieku 3-4 lat. Na koniec prosimy NIE WCHODZIĆ na teren żłobka lub ośrodka dla dzieci, jeśli uważacie, że macie objawy koronawirusa. Jeśli masz jakieś pytania lub wątpliwości, skontaktuj się ze mną on evertonnsfc@evertoncentre.liverpool.sch.uk Z poważaniem L. Curtis Dr. Lesley Curtis OBE Dyrektor/Kierownik Ośrodka Our Breakfast provision is held in the school hall from 8a.m. Please wait at the double doors near to the school kitchen in Spencer Street and a member of staff will receive/dismiss your child from the double doors. Our After School provision is also in the school hall. Children are to be collected from the After School provision by 5.15p.m. at the latest. If parents/carers are late collecting their child/children from After School or the main school day there is a £5 per hour charge. 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. Finally, please DO NOT come into the Nursery School or Children's Centre site if you consider that you have the symptoms of coronavirus. 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 Rzeczy do zrobienia dzisiaj Load More

Liverpool City Region and Beyond Early Years Stronger Practice Hub Hub Home Events Newsletters Blogs Programmes Documents Subscribe Childminders Recruitment The hub offers free advice, support and training to childminders across Liverpool City Region and Beyond. We are aiming to set up Peer to Peer Childminder Support and Play Sessions for Children. Please join our mailing list to be kept informed of future events and launches, newsletters and availability for training dates and drop-in sessions. If you would like to be involved or have suggestions, please let us know. Online Childminder Network which is the last Saturday morning 10a.m. – 11.30a.m. of every month: CHILDMINDER DROP IN Deysbrook Network: Everton Nursery School and Family Centre, Spencer Street, Liverpool, L6 2WF Held every Wednesday 9.30- 11.30am Hunts Cross Network: St Hilda’s Church Hall, Stuart Avenue, Hunts Cross L25 0NG Held every Wednesday 9.30-11.30am Kendal Network: Beck Community Centre, 20 Esthwaite Avenue, Kendal LA9 7NZ Held every Thursday 9.30 – 11.30am Bromborough Childminder Network: Bromborough Family Hub, Gratrix Road, Wirral CH62 7BW Held Thursdays 9.30 – 11.30 am What is a Childminder Drop In? The childminder drop-in sessions provide local childminders with an opportunity to access up to date information, recourses, face to face support, support from a member of the hub team and for childminders to share best practices. The group offers the children a multitude of benefits including enhanced social, emotional, and cognitive development, improved communication skills and opportunities to access larger play equipment to promote physical development. The facilities provide a safe space where childminders can organise events, celebrations and provide larger scale structured activities for the children which in turn supports transitions to school. Liverpool City Region and beyond Early Years Stronger Practice Hub Childminder Network Meetings Held every last Saturday of each month for Teams Link see the monthly newsletter. The aim of the Monthly meetings is to keep childminders up to date with local / national changes, information sharing, identify training needs and give general help and advice. Should you want to have anything specific added to the agenda please email the Stronger Practice Hub on sphubnw@evertoncentre.liverpool.sch.uk WELLCOMM BAGS If you are a Liverpool Childminder and wish to borrow a Wellcomm bag to use with your children, email the sph email as we can support you and loan a Wellcomm bag to you for a period of time. CHILDMINDER RESOURCE BAGS Calling all SPH Network Members….. FREE Resource bags coming soon, funded by the SPH this is a fantastic opportunity for Childminders. Each bag of carefully selected items will be a welcome addition to your setting which in turn supports your children’s development. Each resource bag is designed to be used individually, with a group of childminder colleagues and shared as a lending library. In the next few weeks you can apply for resources that cover Communication and Language, Early Maths and Story Comprehension including a selection of various quality Story Sacks. Also included will be Outdoor and Nature, Habitats and Musicical Instruments bags. Look out for the launch coming the end of April/early May depending on your location within Liverpool City Region and Beyond Early Years Stronger Practice Hub…. Literacy Blog, written for Childminders by June Cargill Strategic Partners Stronger Practice Hub Privacy Notice

Liverpool City Region and Beyond 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

Przedszkole i centrum rodzinne Everton: historia Everton Nursery School and Family Centre (DfES Early Excellence Centre w 2001 r.) powstało we wrześniu 2000 r. z połączenia przedszkola Everton Road z personelem i dziećmi z lokalnych usług społecznych. Żłobek Adama Cliffa). Everton Road Nursery School było jednym z sześciu przedszkoli prowadzonych w tym czasie przez Liverpool Education Authority. Była to największa i najstarsza placówka założona od 1932 roku. przez właściciela Adama Cliffa. Adam Cliff Day Nursery znajdowało się praktycznie obok przedszkola Everton Road Nursery School na Everton Road. Oba obiekty wymagały naprawy. We wrześniu 1998 r. Rada Miasta Liverpoolu przeniosła przedszkole Everton Road na miejsce dawnej szkoły podstawowej Everton Park w celu utworzenia zintegrowanego centrum z usługami społecznymi. We wrześniu 1999 r. Adam Cliff Day Nursery dołączył do Everton Road Nursery School, aby razem pracować nad utworzeniem pierwszego zintegrowanego centrum miasta Liverpool. W roku akademickim 1999-2000 rekrutowano pracowników zarówno ze służb społecznych, jak i edukacji na różne stanowiska związane z edukacją wczesnoszkolną. W latach 1999-2006 rozwinął się lokalny program West Everton i Breckfield Sure Start, który został połączony z centrum poprzez duży program budowlany. Lokalna inicjatywa Sure Start sfinansowała część społeczną i zdrowotną budynku. Everton Nursery School and Family Centre było pierwotnie finansowane zarówno przez edukację, jak i opiekę społeczną, a Służba ds. Edukacji i Kształcenia Ustawicznego, Sportu, Biblioteki i Rekreacji przejęła wiodącą odpowiedzialność za szkołę/ośrodek w tym czasie. Przedszkole zachowało swój numer DfES (341 1003) od Everton Road Nursery School. Przedszkole uzyskało status Centrum Wczesnej Doskonałości DfES w lutym 2001 r., a Centrum Dziecięce wraz z całym obiektem w czerwcu 2003 r. Od 1 kwietnia 2004 r. Ciało Kierownicze przejęło odpowiedzialność za delegowane uprawnienia, takie jak szkoły podstawowe i średnie. Np. budżet. Niektóre części szkoły/ośrodka (niektóre kontrakty z byłymi służbami socjalnymi) były w tym czasie zarządzane centralnie, ale liniami zarządzał dyrektor szkoły/kierownik ośrodka. Przedszkole/ośrodek zintegrowany przeprowadził pilotaż zintegrowanej inspekcji Ofsted 0-19 w maju 2004. Zespół HMI Ofsted zalecał, aby przedszkole/ośrodek miał jedna Głowa i jedno Ciało Kierownicze. W grudniu 2004 r. rozwiązano lokalny zarząd Sure Start w West Everton i Breckfield i powołano ponownie Radę Nadzorczą Przedszkola. W styczniu 2005 r. przedszkole i centrum dla dzieci miały jedno Ciało Kierownicze dla całego obiektu z reprezentacjami z całego oddziału. Dyrektor Przedszkola został również Dyrektorem Ośrodka we wrześniu 2005 r. po asymilacji i restrukturyzacji szkoły/ośrodka w okresie od czerwca do sierpnia 2005 r. inicjatywy stające się pełną podstawową ofertą Centrum dla Dzieci, z powiązaniami z lokalnymi władzami odpowiedzialnymi za realizację usług z podstawowej oferty). W 2010 roku Rada Zarządzająca Przedszkolem i Centrum Dziecięcym uznała, że nazwa szkoły/ośrodka powinna zostać zmieniona na Everton Nursery School and Family Centre z Everton Early Childhood Centre/Everton Children and Family Centre. Od września 2010 nazwa strony została zmieniona na Everton Nursery School and Family Centre. The Nursery School zostało uznane przez Ofsted za wybitne (sekcja 5) w maju 2004 r. (HMI), maju 2008 r., maju 2011 r., maju 2014 r. oraz w październiku 2018 r. (sekcja 8). W styczniu 2011 r. Centrum Dziecięce uzyskało ocenę wybitną we wszystkich obszarach od HMI. Filozofia Przedszkola i Centrum Rodzinnego zawsze opierała się na zapewnieniu wszystkim małym dzieciom wysokiej jakości wczesnej edukacji wraz z opieką i wysokiej jakości usługami poprzez partnerską współpracę z ich rodzinami i lokalną społecznością. Everton Nursery School and Family Centre ma swoją siedzibę w okręgu Everton w Liverpoolu. Jako utrzymywane przedszkole i ośrodek dla dzieci, szkoła i ośrodek zapewnia wysokiej jakości wczesną edukację, której podstawą jest opieka. Przedszkole obsługuje 124 dzieci w pełnym wymiarze godzin w wieku od 2 do 5 lat, z płatnymi i finansowanymi miejscami dostępnymi w czasie semestru. Centrum jest otwarte przez 48 tygodni w roku i zapewnia zajęcia pozasemestralne za pośrednictwem centrum dla dzieci. Nasze nagrody Everton Nursery School and Family Centre zdobyły przez wiele lat wiele nagród, które potwierdzają i świętują wyjątkową praktykę i oferowane świadczenia.

Childrens Centre Home | Help and Advice | Family Activities | Splash Pool 1/5 Sale konferencyjne i wynajem sal Sesje basenowe Dostępne, środa i czwartek godziny sesji 9:45 - 10:45, 11:15 - 12:15, 13:15 - 14:15 . Koszt 4,00 GBP za osobę dorosłą. Childrens Centre Home | Help and Advice | Family Activities | Splash Pool

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Liverpool City Region and beyond Early Years Stronger Practice Hub Hub Home Events Programmes Documents Blogs Childminders Early Years Professional Development Programme Newsletters Recruitment Subscribe Recruitment Early Years Experts and Mentors Learn More Here. The Liverpool City Region and beyond Early Years Stronger Practice Hub is one of 18 DfE designated Stronger Practice Hubs across England. The Liverpool City Region Hub will cover the Liverpool City region Local Authorities and Beyond , 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 Events Liverpool City Region and Beyond Learn More Programmes Liverpool City Region and Beyond Learn More Documents Liverpool City Region and Beyond Learn More Blogs Liverpool City Region and Beyond Learn More Childminders Liverpool City Region and Beyond Learn More EYPDP Liverpool City Region and Beyond Learn More Newsletters Liverpool City Region and Beyond Learn More Recruitment Recruitment opportunities at the Liverpool City Region Stronger Practice Hub. Learn More Early years stronger practice hubs provide advice, share good practice and offer evidence-based professional development for early years practitioners. They are part of the early years education recovery support package, which also includes the early years experts and mentors programme. The early years stronger practice hubs programme is supported by the Education Endowment Foundation and the National Children’s Bureau. It is funded for 2 years, until late 2024. More information, along with our privacy notice for the programme, is available on the National Children’s Bureau website. 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 Hub locations There are 18 hubs in total – 2 in each of the 9 government office regions across England. Each hub consists of a lead setting and up to 4 partners . 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, with two Hubs in each of the nine government office regions. Everton Nursery School and Family Centre have been successfully appointed as one of the 6 new DfE Early Years Stronger Practice Hubs, and will lead the Liverpool City Region and Beyond Stronger Practice Hub supporting 11 Local Authorities surrounding 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. Strategic Partners Stronger Practice Hub Privacy Notice

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Liverpool City Region and Beyond Early Years Stronger Practice Hub Hub Home Events Newsletters Blogs Programmes Documents Subscribe Childminders Recruitment Autumn the time of apples By Diane Boyd By immersing early years children in place-based learning and letting them become part of seasonal experiences, will strengthen their environmental sustainability lens. Children can only become empathetic and caring about their world, if they understand how their world works. A wonderful way to be aware of the seasons is to follow a seasonal calendar. The Royal Horticultural Society (RHS) are keen for children to become gardeners and provide resources to support this process -RHS Crop Planner Additionally, The Horticultural Society provides a month-by-month guide for you to use - Vegetable Planting Guide By Month In The UK | Horticulture At Everton Nursery School and Family Centre recently the children were very lucky to have an amazing Autumnal experience using a crop of apples. The crop of locally grown apples comprised of Keswick Codling, Ribston Pippin, Ladies Finger of Lancaster, Scrumptious and Egremont Russett. What a wonderful array of names for apples! The children were introduced to the different varieties initially to observe, feel and taste them. This simple sensorial activity will enhance the children’s communication and language development in a holistic and organic way. Consider the language that describes the taste of different apples – bitter, tart, sweet but also some apples seem fluffy to eat, whereas others are hard or crunchy. Apples also come in all shapes and sizes, so this simple activity provides easy opportunities for early numeracy to be developed. As the Education Endowment Foundation (EEF) Early Years evidence store for Communication and Language states, “Vocabulary instruction that explicitly draws pupils’ attention to words, their meanings and their features appears to be effective”. (EEF | Communication and Language ) The bowls of apples inspired Intergenerational conversations that were both cultural and social, allowing children to hear the conventions of a conversation, that reflect social sustainability with parents and grandparents reminising about tradititional October activities with apples. They recalled apple bobbing with apples floating in bowls of water or hanging from string, with the aim of trying to eat them! Research from the EEF Personal, Social, Emotional Development Early evidence store ( EEF | Personal Social and Emotional Development ) highlights the importance of showing “children good examples of social communication,” and by listening to these cultural narratives provides such examples for children. Supporting children to repeat the names of the apples tasted or to engage in a conversation about cultural stories will aid “children’s early literacy”, which “is dependent on their oral language skills” (EEF Early Years Evidence Early Literacy)( EEF | Early Literacy ). The National Literacy Trust emphasises the importance of quality pedagogical experiences especially in disadvantaged areas such as Liverpool, Birmingham and Manchester where research (Pro Bono Economics) identified that more than a quarter of five-year-olds have low levels of literacy. These authentic teaching moments need to be extended with songs, stories and high-quality conversations revisiting the experiences. Ensure your setting or home has a variety of stimulating books to revisit the experiences and develop their communication and language. Examples here reflect both apples (starting point of original provocation) and the seasonal element of falling apples to collect. Links below. Hello, World! How Do Apples Grow? : Jill McDonald: Amazon.co.uk: Books Autumn: 4 (Seasons, 4) : Child's Play, Busby, Ailie: Amazon.co.uk: Books Do encourage parents to visit their local library to extend the language, as research from EEF Early Years Evidence – C&L suggests “shared book reading has often been found to be a useful activity…”. alongside “explicit vocabulary instruction”. This also sustains the local library too for the community. From an Environmental Sustainability perspective seeing apples that are wonky and not perfect, celebrate the diversity of the natural world, celebrating all things (both human and non-human) are worthy regardless of shape or size (SDG 10 Reduced Inequalities). This also highlights that we must eat all fruit and vegetables regardless of whether they look perfect, encouraging our parents and grandparents to buy the cheaper ‘wonky’ produce in their shops. The children and their families were invited into the nursery to use real working equipment and press the apples and make freshly squeezed juice. From an economic sustainability perspective, the families had been asked to bring recycled plastic containers to use for their squeezed apple juice. This simple request highlights SDG 12 Responsible Consumption and Production, with children and families seeing how to effectively support the planet by reusing them. The process of apple pressing was then demonstrated to everyone emphasising the correct terminology of trade and environment. As the EEF Early years evidence store opines for C&L, “the adult models using language to summarise activities” ( EEF | Communication and Language ) . The parents and grandparents were invited to be an active part of the collaborative process, demonstrating the authenticity of Intergenerational learning as a socio-cultural sustainability approach and resonating with SDG 11 Sustainable Cities and Communities. The process involved everyone putting apples into either electronic presser, so the children had to stretch up high and aim correctly to place their apples into the open vent. Smaller or less confident children were physically lifted and supported by their key person to aim. This process was enjoyed by the children filling them with excitement. They were told to carefully watch the bottom funnel and see what happens as a result! This is both economic sustainability in action, but also STEM (Science, technology, engineering and Math) learning. Introducing children in their early years to STEM activities supports their Understanding of the World Specific area (EYFS(DfE,2024) in seeing how materials change. The apple started the process as a round hard matter, then became pulp before finishing as a dark liquid. The colour depended on which variety of apples were pulped. This provides wonderful scientific conversations and consolidates the EEF Early evidence store C&L, which states, “there is strong evidence that teaching and modelling vocabulary to children in the early years can have a positive effect on their oral language skills.”( EEF | Communication and Language ). The children also had the chance to physically crush and press the apples manually too, aligning with the pioneering giants of early childhood, such as Froebel or Steiner, who advocated that children must be physically active developing their hand -eye co-ordination and skills. The EEF Evidence Store for Physical Development( EEF | Physical Development ) highlights the importance of children having the “time for play, practise, and repeat an activity”. It also aligns with both SDG 8 Decent Work and Economic Growth and SDG 9 Industry, innovation and Infrastructure. Using the actual tools of apple pressing, also supported their physicality- consider the effort it takes to crush apples in a solid state, to reduce them small enough to be pushed through the juicer! The children shared and worked co-operatively together, enhancing the community spirit. The EEF Early Evidence Store regarding Self -regulation and Executive Function( EEF | Self-Regulation and Executive Function ) reminds educators “to scaffold cooperative learning between peers”. The quality of the practitioner (SDG 4 Quality education) was evident in how they supported the children through the process. Not only did they model the language, but they demonstrated both the action to be completed but also supported the children in repeating the actions themselves physically. The children moved their bodies like the wheels turning in the crushing process and jumped as the apples squashed into the shute. These authentic physical opportunities will extend and develop the whole body especially children from disadvantaged backgrounds, which the EEF evidence store for PD states; “are at greater risk of not reaching expected levels of physical development than their more affluent peers. Evidence indicates that children from disadvantaged backgrounds benefit from educators targeting their movement and handling skills” (EEF | Physical Development ). Songs are a cultural and social way to consolidate both the language and action, drawing on the pioneer Frederick Froebel. His original Mother songs made connections to real life, for example, the rhyme ‘Pat-a-cake’ made links for the children with the corn growing in the fields, the miller grinding the corn, the baker kneading the bread and finally being eaten by the child. Froebel made a seemingly simple song about baking, but the depth and meaningful notions, can be shared with children through song and action (Froebel, 1895; Froebel Trust). You could create your own songs and actions to help children’s holistic development, such as the Apple press rap! Think of the fun they would have recorded it developing their technological skills. The children were given agency to decide what aspect of the process they wanted to be involved in, with some children preferring to just sit quietly and watch. Quality early childhood education requires educators to know the children in their care, to offer new and exciting pedagogical experiences, but know their boundaries. This is socio-cultural sustainability resonating with the Article 12 of the UNCRC (1989)( Convention on the Rights of the Child text | UNICEF ) which says that “every child has the right to express their views, feelings and wishes in all matters affecting them, and to have their views considered and taken seriously.” There was one little two-year-old boy who did not to want to drink water in the nursery and always needed to be encouraged to stay hydrated. He loved the fresh apple juice and proceeded to drink three lots of the juice. His mum was thrilled as she had never tried apple juice with him before and now had a healthy alternative to offer him, resonating with SDG 3 Good Health and Wellbeing. Additionally, the kitchen staff were part of the community of apple pressers watching and joining in with the parents and children. Afterwards they took away in recycled bottles fresh apple juice for the lunch time meal, ensuring all children had the opportunity to try freshly pressed juice. This simple activity of pressing apples reflects all three Pillars of Sustainability and the 17 SDGs. In 2015 the United Kingdom Government signed the Paris Treaty (UNSCO,2015) which positioned the 17 Sustainable Development Goals as an integral part of all policy, curricula and pedagogical experiences (SDG 12.8). At Everton Nursery and Family Centre they are now central in the entrance foyer so parents, carers and Grandparents can become familiar with them. Make them visible and part of your everyday pedagogical experiences. Strategic Partners Stronger Practice Hub Privacy Notice

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. W harmonii In Harmony Liverpool jest inspirowany wenezuelskim El Sistema i wykorzystuje tworzenie muzyki orkiestrowej w celu poprawy zdrowia, edukacji i aspiracji dzieci i młodzieży w Evertonie. Założona w 2009 roku w Faith Primary School z 84 dziećmi, In Harmony Liverpool rozrosła się tak, że ponad 700 dzieci i młodzieży w wieku od 0 do 18 lat oraz ich rodziny bierze teraz co tydzień bezpłatny udział w tworzeniu muzyki orkiestrowej najwyższej jakości, w szkole i poza nią. Tworzenie muzyki odbywa się w Faith Primary School, The Beacon CE Primary School, Everton Nursery School and Family Centre, All Saints Catholic Primary School, Anfield Children's Center oraz Liverpool Philharmonic at the Friary, naszym centrum prób w West Everton._cc781905-5cde- 3194-bb3b-136bad5cf58d_ Sophie Plumb john-connolly Alex Holladay Gareth Twigg Alexandra Dunn Jak skontaktować się z In Harmony Liverpool: Tel: 07800 873981 www.liverpoolphil.com/inharmonyliverpool www.twitter.com/IHLiverpool https://www.facebook.com/LiverpoolPhilharmonic

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 Posted 27th September 2023 Dear Candidates, We have started a recruitment drive to attract additional Early Years Experts and Mentors for the remaining two terms of the Programme. Skills we’re looking for Applicants must have: at least 3 years’ experience and if working in a settings it must be Ofsted rated ‘good’ or ‘outstanding’ (or equivalent independent school inspection rating) a level 6 or above early years qualification Applicants may be working in: schools nursery schools private, voluntary, or independent (PVI) nurseries other early years settings early years roles within local authorities, universities, or similar organisations If you have colleagues who you think would be interested in applying for a role in the programme please direct them to this page on our website. It can be accessed here: Apply for EOI Expert or EOI Mentor Role Contact Email: SpHubNW@evertoncentre.liverpool.sch.uk The closing date for application is Friday October 13th 2023 Strategic Partners Stronger Practice Hub Privacy Notice