EYSH Blogs Lost words В гармонии Case Studies In Harmony Liverpool вдохновлен венесуэльской El Sistema и использует оркестровую музыку для улучшения здоровья, образования и чаяний детей и молодежи в Эвертоне. Основанная в 2009 году в начальной школе Faith с 84 детьми, In Harmony Liverpool расширилась, и теперь более 700 детей и молодых людей в возрасте от 0 до 18 лет и их семьи каждую неделю бесплатно принимают участие в оркестровом музицировании высочайшего качества. в школе и вне ее. Создание музыки происходит в начальной школе Faith, начальной школе The Beacon CE, детском саду и семейном центре Everton, католической начальной школе All Saints, детском центре Anfield и в Ливерпульской филармонии в Friary, нашем репетиционном центре в Западном Эвертоне._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

Офстед отчеты Детский сад и семейный центр «Эвертон» были проинспектированы HMI в соответствии с Разделом 8 краткой инспекционной программы 16 октября 2018 года. OBE. Детский сад и Семейный центр Эвертона сохранили высшую оценку, пятую высшую оценку в качестве детского сада с 2004 года. Click Здесь прочитать письмо. Детский сад Эвертона и семейный центр Ofsted Report Детский сад и семейный центр «Эвертон» были проинспектированы Ofsted в мае 2014 года, в результате чего было вынесено решение Outstanding. Click здесь, чтобы прочитать отчет. До мая 2014 года в мае 2011 года, мае 2008 года и мае 2004 года были также проинспектированы детский сад и семейный центр Эвертона. Чтобы загрузить и прочитать каждый из этих отчетов об инспекции, пожалуйста кликните сюда . Отчет Ofsted детского сада и семейного центра Everton Daycare Ofsted Департамент детского сада и семейного центра «Эвертон» был проинспектирован в сентябре 2014 года, по результатам которого было вынесено решение «Выдающееся». Чтобы загрузить и прочитать этот отчет об инспекции, пожалуйста кликните сюда . Детский центр Эвертона Ofsted Report Детский центр Эвертона был проинспектирован в январе 2011 года, в ходе которого было присуждено выдающееся решение. Чтобы загрузить и прочитать этот отчет об инспекции, пожалуйста кликните сюда .

Свяжитесь с нами Вы можете поговорить с Джоанн Руни (администратор), Энн Смит (регистратор) или Лесли Кертис (директор), если они доступны. Нашим координатором по особым образовательным потребностям и инвалидности (SENDCo) является Ребекка Мелиа при поддержке нашего координатора по интеграции Рут Скалли. Телефон Эл. адрес 0151 233 1969 evertonnsfc@evertoncentre.liverpool.sch.uk Социальные медиа Форма обратной связи First name Last name Email Message Send

School application form 1/3 Everton Nursery School and Family Centre Child Application Form Child's First Name* Child's Last name* Child's Date of birth* День Месяц Год Gender* Type of Place required * Two Year Old Funded Place Two Year Old Paid Place Three to Five Year Old 30 Hours Three to Five Year Old 15 Hours Child's Home address * Postcode* Email* Contact Phone number (The number will be used to contact parents/carers regarding status of application, please call: 0151 233 1969 if there are any changes)* AM. (Preferred sessions required (although your choice cannot be guaranteed) * Mon Tues Wed Thurs Frid Other PM. (Preferred sessions required (although your choice cannot be guaranteed) * Mon Tues Wed Thurs Frid Other Child's information Nationality* Religion:* Ethnicity:* Languages spoken at home:* Asylum Seeker * Yes No Refugee* Yes No Special Educational Needs* Medical Needs* Parent 1 full legal name* Parent 1 Date of birth* Parent 1 Address* Parents 1 NI or NAS Number* Parent 2 full legal name* Parent 2 Date of birth* Parent 2 Address* Parent 2 NI or NAS Number* Child's Doctor* Child’s Health Visitor* Child’s Social Worker* Current/Previous Nursery or Childminder Attended: Signed Parent/Carer:* Date* День Месяц Год Please see our Privacy Notice I have seen the Privacy Notice:* Yes No How Did You Hear About Us?* Friend or Family Instagram Website Children's Centre Submit

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Среда обучения Возьмите тур. 2-3 года Хейворт Виртуальный тур 3-5 лет Крессвелл Виртуальный тур Take the tour. Возьмите тур. 3-5 лет Spencer 1/2 Виртуальный тур Take the tour. Возьмите тур. Spencer 1/2 Виртуальный тур Spencer 3 Виртуальный тур Take the tour. Возьмите тур.

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

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Помощь и советы В качестве услуги мы хотим, чтобы вы знали об этом фантастическом предложении, спонсируемом местными властями: Возможно, вы слышали о блестящих онлайн-курсах для родителей, БЕСПЛАТНО (с кодом доступа:ПУРПЛЕБИН по адресу: www.inourplace.co.uk ) для жителей нашего района? Компания Solihull Approach (NHS) запустила НОВЫЙ онлайн-курс! Как получить доступ? www.inourplace.co.uk Какой код? Если вы еще не использовали его, вот код доступа ко всем онлайн-курсам (финансируется для жителей Ливерпуля): PURPLEBIN Если вы, как и многие родители, уже использовали этот код, войдите в свою учетную запись здесь и этот курс будет готов в вашей панели инструментов, чтобы начать, когда вы будете готовы.

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. Добро пожаловать в детский сад и семейный центр Everton. От имени всего персонала и управляющих я хотел бы приветствовать всех детей и их семьи. Мы надеемся на сотрудничество с вами в следующем учебном году. Детский сад и детский центр открыты с 8:30 до 16:00. Телефонные звонки в детский сад и детский центр могут поддерживаться в течение этого периода времени. В другое время телефоны и стойка регистрации не работают. Если вы хотите сообщить об отсутствии ребенка, используйте ParentMail или оставьте сообщение на автоответчике. С сентября 2022 г. Обратите внимание, что зоны ожидания для занятий проходят через два разных входа. Родителей просят ждать в специально отведенных местах для класса их ребенка на социальной дистанции. Дети класса Спенсер должны ждать на парковке для персонала со своими родителями на Спенсер-стрит. Дети Крессвелла и Хейворта должны ждать в зоне ожидания в задней части школы/центра, доступ к которой осуществляется через ворота Лесной школы с автостоянки для посетителей Спенсер-стрит. Ворота входа/выхода на Крессуэлл-стрит не будут открываться, пока дети входят и выходят из помещения. Персонал поможет вам войти/выйти из школы/центра в начале/конце дня школьные времена. Пожалуйста, паркуйтесь подальше от школьных ворот (а не на желтых зигзагообразных линиях, запрещающих парковку), или используйте гостевую автостоянку на территории, или паркуйтесь вдали от Спенсер или Крессуэлл-стрит и идите ко входу в школу, чтобы обезопасить всех детей._cc781905 -5cde-3194-bb3b-136bad5cf58d_ Время занятий следующее: Занятия Cresswell: начало в 9:00 и окончание в 15:00 по понедельникам, вторникам, четвергам и пятницам. В среду утром занятия Cresswell начинаются в 9:00 и заканчиваются в 12:00. а дневные занятия Cresswell начинаются в среду с 12:15 до 15:15. Spencer 1 и 2 классы: 9.00am. начало и окончание в 15:00 в понедельник, вторник, четверг и пятницу. В среду утром занятия Спенсера начинаются в 9:00 и заканчиваются в 12:00. а дневные занятия Спенсера начинаются в среду с 12:15 до 15:15. Spencer 3 Center for Nurture Class начинается в 9 утра. и заканчивается в 3 часа дня. у входа/выхода со Спенсер-стрит. Занятия Хейворта начинаются в 9 утра. и доступны из зоны ожидания в задней части школы / центра и заканчиваются в 15:00. в понедельник, вторник, четверг и пятницу или в 12:00, если у вас есть утреннее место. В среду утром занятия Хейворта начинаются в 9:00 и заканчиваются в 12:00. а дневные занятия Хейворта начинаются в среду с 12:15 до 15:15. Платные места с 8:00 до 13:00. или 13:00 время начала и окончания до 17:15. Наш завтрак проводится в актовом зале школы с 8:00. Пожалуйста, подождите у двойных дверей рядом со школьной кухней на Спенсер-стрит, и сотрудник примет/выпустит вашего ребенка через двойные двери. Наши принадлежности для продленного дня также находятся в школьном зале. Дети должны быть забраны из отделения после школы не позднее 17:15. Если родители/опекуны опаздывают забрать своего ребенка/детей из After School или в основной учебный день, взимается плата в размере 5 фунтов стерлингов в час. Ни один ребенок не должен уходить из детского сада раньше времени, если у него нет записи на прием к врачу с подтверждением этого приема. Детское образование финансируется из расчета 15 часов для некоторых детей в возрасте 2 и 3 и 4 лет и 30 часов для детей в возрасте 3 и 4 лет для работающих родителей. На всех сессиях требуется полное присутствие и пунктуальность. Плохая посещаемость и пунктуальность будут пресекаться (в соответствии с требованиями местных органов власти) и могут повлиять на место вашего ребенка. В настоящее время посещение нашего детского сада осуществляется только по предварительной записи. А пока, пожалуйста, ознакомьтесь с виртуальными турами по нашим учебным средам. Heyworth — это классы для детей 2–3 лет, а Cresswell и Spencer — классы для детей 3–4 лет. Наконец, НЕ ЗАХОДИТЕ на территорию детского сада или детского центра, если считаете, что у вас есть симптомы коронавируса. Если у вас есть какие-либо вопросы или проблемы, свяжитесь со мной по телефону evertonnsfc@evertoncentre.liverpool.sch.uk С уважением Л. Кертис Dr. Лесли Кертис ОБЕ Директор/Заведующий центром 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 Чем заняться сегодня 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