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The Centre for Nurture offers an individualised curriculum following the Early Years Foundation Stage adhering to the needs of all the children in this class. Centrum Wychowania Witamy na stronie Centre for Nurture. Poniżej przedstawiamy zakres zajęć, z których możesz korzystać z dzieckiem w domu. Będziemy nadal dodawać do ta strona. Jeśli masz jakieś sugestie dotyczące zajęć do nauki w domu dla dzieci w wieku 4-7 lat, wyślij je e-mailemevertonnsfc@evertoncentre.liverpool.sch.uk Zasoby Historie na naszym kanale Youtube Historie pracowników na naszym kanale You Tube. Children have access to daily sensory circuits which include proprioceptive and vestibular movements that are designed to alert, organise and calm; helping to regulate. From April 2022, our Centre for Nurture became a Local Authority resourced provision for children with special educational needs and disability (SEND) for children 2.5 years to 5 years of age. The Objectives of the Resourced Maintained Nursery School Provision The objectives are to provide specialist provision and strategies that are suitable for the age, ability and aptitude or SEND of each child so that: they are happy at nursery, feel included and fully participate in the life of the nursery school they have a successful transition to the next setting their parents have confidence in the SEND provision offer in Liverpool’s maintained nursery schools Eligibility Criteria for the Provision at Everton Maintained Nursery School Age Children will be aged 2.5-5 years In exceptional circumstances, the local authority may place children outside this age criteria SEND SEND eligibility will be assessed by a LCC SEND Early Years Officer In exceptional circumstances, the local authority may place children outside this SEND criteria Children will have speech, language and communication needs or be on the neurodevelopment pathway or have a diagnosis of autism Communicative abilities will be significantly delayed in both expressive and receptive skills and children are highly likely to have had these needs identified very early by a trained professional such as a speech and language therapist The severity of the impact of autism, or potential autism, upon the child will be profound and multi-faceted and will have a significant detrimental impact upon the child’s ability to: Engage in any level of formal learning or purposeful play Demonstrate or develop the fundamentals of communication, https://www.intensiveinteraction.org/find-out-more/fundamentals-of-communication/ Self-manage behaviours that challenge such as aggressive behaviour, self-harm, or alternative high risk behaviours Self-regulate potential sensory processing disorders resulting in the need for seeking/avoidance mechanisms to cope with environments even when adapted Naturally interpret, and learn from social situations at an age appropriate level despite targeted and specific learning attempts Naturally develop the ability to apply flexible thinking techniques as part of typical development, e.g. making choices, anticipating sequences/outcomes, managing micro and macro transitions Some children will be under assessment for or have additionally diagnosed conditions including cognition and learning needs (CLN) and sensory needs associated with autism or potential autism Children identified for maintained nursery school resourced places are highly likely to be working at levels identified within the engagement model https://www.gov.uk/government/publications/the-engagement-model The above needs impact upon the child simultaneously resulting in significant challenges to delivering provision without significant adaptations, namely: 1:1 teacher led specialist programmes, highly adapted environments individual, specific and personalised assess, plan, do and review cycles requiring highly specialist skills and knowledge Some children will be under assessment for or have additionally diagnosed conditions including cognition and learning needs (CLN) and sensory needs associated with CASC Children identified for resourced maintained nursery school places are highly likely to be working at levels identified within the engagement model https://www.gov.uk/government/publications/the-engagement-model Placement of Children in Resourced Maintained Nursery Schools Whilst the placement process is embedded, individual children will be identified by the local authority in partnership with key staff in the maintained nursery schools (please see Maintained Nursery School Resourced Placement Pathway). In order to quickly place and meet need, children will not require an EHCP to be eligible for a resourced maintained nursery school place, as it is expected that, as criteria for resourced provision has been met, children being placed will be assessed using the statutory frameworks, to ensure pathways into reception are considered at the earliest opportunity For children with an EHCP, maintained nursery schools will be consulted by LCC's SEND Team Upon placement, the current high needs funding agreement for the child will cease and the High Needs Support Team will be alerted by the maintained nursery school The placement process will be reviewed on an ongoing basis to ensure an equitable citywide offer Criteria for Children The Headteacher or SENDCo at Everton Nursery School and Family Centre will support transition to the next setting and bring to the attention of the local authority at the earliest opportunity any potentially deferred children The Accommodation for the Provision The accommodation will consist of an appropriate early years teaching and learning space for children with SEND, aged 2.5-5 years Staffing The provision will be overseen by the Senior Leadership Team of Everton Nursery School Individual children’s SEND support planning will be overseen by staff holding qualified teacher status Staff will have annual performance management reviews resulting in the writing of a development plan outlining their continuing professional development, to ensure that they are kept updated in the field of SEND, and early years provision.

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

Our aim is to encourage and inspire our families to support their child’s home learning. Through our Remote Learning Contingency Plan Plan awaryjny dotyczący nauki zdalnej Remote Learning Contingency Plan (Review Jan 27)

All 3 to 4-year-olds in England already receive 15 hours free early education a week, or 570 hours a year. From September 2017 some 3 and 4-year-olds will be entitled to 30 hours free early education/childcare a week, or 1140 hours a year. 30 godzin Wszystkie dzieci w wieku od 3 do 4 lat w Anglii mają już 15 godzin bezpłatnej wczesnej edukacji tygodniowo, czyli 570 godzin rocznie. Od września 2017 r. niektóre dzieci w wieku 3 i 4 lat będą uprawnione do 30 godzin bezpłatnej wczesnej edukacji/opieki nad dzieckiem tygodniowo lub 1140 godzin rocznie. Będziesz mógł ubiegać się o świadczenia od okresu następującego po 3. urodzinach dziecka, aż do osiągnięcia przez nie wieku obowiązku szkolnego Kwalifikowalność Twoje uprawnienia zależą od: jeśli pracujesz Twój dochód (i dochód Twojego partnera, jeśli go posiadasz) wiek i sytuację dziecka swój status imigracyjny Możesz otrzymać 30 godzin bezpłatnej opieki nad dzieckiem w tym samym czasie, w którym ubiegasz się o Universal Credit, ulgi podatkowe, bony na opiekę nad dziećmi lub Tax-Free Childcare. Jeśli pracujesz Zwykle możesz otrzymać 30 godzin bezpłatnej opieki nad dzieckiem, jeśli ty (i twój partner, jeśli go masz) jesteście: w pracy na zwolnieniu lekarskim lub urlopie wypoczynkowym na wspólnym urlopie rodzicielskim, macierzyńskim, ojcowskim lub adopcyjnym Jeśli jesteś na urlopie adopcyjnym dla dziecka w wieku od 3 do 4 lat, musisz wrócić do pracy w ciągu 31 dni od daty złożenia pierwszego wniosku o 30 godzin bezpłatnej opieki nad dzieckiem. Jeśli Twój tryb pracy zmienił się z powodu koronawirusa (COVID-19), nadal możesz mieć możliwość skorzystania z bezpłatnej opieki nad dzieckiem przez 30 godzin. Jeśli obecnie nie pracujesz Możesz nadal kwalifikować się, jeśli Twój partner pracuje i otrzymujesz zasiłek z tytułu niezdolności do pracy, zasiłek dla osób z poważną niepełnosprawnością, zasiłek dla opiekuna lub oparty na składkach zasiłek z tytułu zatrudnienia i wsparcia. Możesz złożyć wniosek, jeśli zaczynasz lub ponownie rozpoczynasz pracę w ciągu najbliższych 31 dni. Ubieganie się o 30 godzin bezpłatnej opieki nad dzieckiem Możesz ubiegać się o 30 godzin bezpłatnej opieki nad dzieckiem w jednym internetowym wniosku o usługę opieki nad dzieckiem pod adresem www.childcare-support.tax.service.gov.uk Zabezpieczenie miejsca na 30 godzin Jeśli uważasz, że kwalifikujesz się do 30 godzin bezpłatnej opieki nad dzieckiem, poinformuj nas o tym jak najszybciej. Po więcej informacji odwiedź:www.childcare-support.tax.service.gov.uk GOV.Wielka Brytania - Miejsce, w którym można znaleźć usługi i informacje rządowe.

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 Children and young person guide to working together to safeguard children

EYSH Blogs Lost words W harmonii Case Studies 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_ Case Studies Send in a Case Study to be published here. Mail Email: sphubnw@evertoncentre.liverpool.sch.uk Case Study Template By Diane Boyd ‘Lost words’ reflected through the three pillars of sustainability and the SDGs. Little Oaks Playschool Early Years Sustainable Hub – Case Study Template Little Oaks Playschool Climate Action Plan Home | Climate Action Strategy | Case Studies | Curriculum Resources | Blog and Video Logs

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_ john-connolly Alex Holladay Gareth Twigg 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 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. 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 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 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 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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