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联系我们 如果有空，您可以与 Joanne Rooney（管理员）、Anne Smith（接待员）或 Lesley Curtis（校长）交谈。 我们的特殊教育需求和残疾协调员 (SENDCo) 是 Rebecca Melia，我们的包容协调员 Ruth Scully 提供支持。 电话 电子邮件 0151 233 1969 evertonnsfc@evertoncentre.liverpool.sch.uk 社交媒体 联系表 名 姓 电子邮件 信息 感谢提交！ 发送

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. 欢迎来到埃弗顿幼儿园和家庭中心。 我谨代表全体员工和州长欢迎所有儿童及其家人。 我们期待在下一学年与您合作。托儿所和儿童中心的开放时间为上午 8 点 30 分至下午 4 点。在此期间可以支持给托儿所和儿童中心打电话。 在这些时间之外，电话和接待处没有工作人员。 如果您想报告孩子缺勤，请使用 ParentMail 或在答录机上留言。 从 2022 年 9 月起 ，请注意上课等候区有两个不同的入口。家长被要求在指定区域等候孩子上课，保持社交距离。 Spencer 班级的孩子将与父母一起在 Spencer Street 的员工停车场等候。 Cresswell 和 Heyworth 的孩子将在学校/中心后面的等候区等候，通过 Spencer Street 游客停车场的 Forest School 路径门进入。 Cresswell Street 入口/出口大门在孩子进出场所期间不会打开。 工作人员将在一天开始/结束时支持您进出学校/中心场所学校时代。 请将车停在远离学校大门的地方（不要停在禁止停车的黄色之字形线上）或使用现场的访客停车场或将车停在远离 Spencer 或 Cresswell Street 的地方，然后步行到学校大门入口，以确保所有孩子的安全。_cc781905 -5cde-3194-bb3b-136bad5cf58d_ 上课时间如下： Cresswell 课程：周一、周二、周四和周五上午 9 点开始，下午 3 点结束。 周三上午 Cresswell 课程上午 9 点开始，中午 12 点结束。下午的Cresswell课程在周三中午12点15分到下午3点15分开始。 Spencer 1 和 2 类： 9.00a.m。周一、周二、周四和周五开始，下午 3 点结束。 周三上午 Spencer 课程从上午 9 点开始，中午 12 点结束。下午的 Spencer 课程于周三中午 12 点 15 分至下午 3 点 15 分开始。 Spencer 3 Center for Nurture 课程于上午 9 点开始。下午 3 点结束。在斯宾塞街入口/出口。 Heyworth 课程于上午 9 点开始。从学校/中心后面的等候区进入，下午 3 点结束。在星期一、星期二、星期四和星期五或中午 12 点（如果您有上午的位置）。 星期三上午海沃思课程从上午 9 点开始，到中午 12 点结束。下午的海沃思课程在周三中午 12 点 15 分至下午 3 点 15 分开始。付费地点的时间为上午 8 点至下午 1 点。或下午 1 点到下午 5.15 开始和结束时间。 我们的早餐供应从早上 8 点开始在学校礼堂举行。请在斯宾塞街学校厨房附近的双扇门等候，一名工作人员将从双扇门接收/送走您的孩子。 我们的课后用品也在学校礼堂。 最迟在下午 5 点 15 分之前从课后用品中收集孩子。如果父母/看护人迟到从放学后或主要上课日接孩子/孩子，每小时收费 5 英镑。 任何孩子都不得提前离开托儿所，除非他们有医疗预约并有预约证据。 幼儿园教育资助部分 2 岁和 3 和 4 岁儿童 15 小时，3 和 4 岁儿童 30 小时的工作父母。 所有会议都需要全勤和准时。 出勤率低和守时不佳将受到挑战（根据我们地方当局的要求），并可能影响您孩子的位置。 目前，访问我们的托儿班只能通过预约。 与此同时，请参阅下面我们课堂学习环境的虚拟导览。 Heyworth 是我们的 2-3 年班，Cresswell 和 Spencer 是我们的 3-4 岁班。 最后，如果您认为自己有冠状病毒的症状，请不要进入托儿所或儿童中心。 如果您有任何问题或疑虑，请联系我 on evertonnsfc@evertoncentre.liverpool.sch.uk 此致 L. 柯蒂斯 Dr.莱斯利柯蒂斯 OBE 校长/中心主任 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 今天要做的事 Load More

EYSH Blogs Lost words 和谐 Blogs ‘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. Home | Climate Action Strategy | Case Studies | Curriculum Resources | Blog and Video Logs

Ofsted 报告 埃弗顿托儿所和家庭中心于 2018 年 10 月 16 日根据短期检查框架的第 8 节接受了 HMI 的检查。 请单击下面查看发送给校长 Lesley Curtis 博士的信件副本OBE. Everton Nursery School and Family Centre 保持着杰出的评价，这是自 2004 年以来作为幼儿园的第五次杰出评价。 点击 这里 读信。 埃弗顿幼儿园和家庭中心 Ofsted 报告 2014 年 5 月，Ofsted 对埃弗顿托儿所和家庭中心进行了检查，并授予了 Outstanding 判决。 Click 在这里阅读报告。 在 2014 年 5 月之前，埃弗顿托儿所和家庭中心也在 2011 年 5 月、2008 年 5 月和 2004 年 5 月接受了检查。 要下载和阅读每一份检查报告，请 点击这里 . 埃弗顿幼儿园和家庭中心日托 Ofsted 报告 埃弗顿托儿所和家庭中心日托部门于 2014 年 9 月接受了检查，并获得了出色的判断。 下载阅读这份检测报告，请 点击这里 . 埃弗顿儿童中心 Ofsted 报告 埃弗顿儿童中心于 2011 年 1 月接受了检查，并获得了出色的评价。 下载阅读这份检测报告，请 点击这里 .

The benefits of outdoor play Liverpool City Region and Beyond Early Years Stronger Practice Hub Hub Home Events Newsletters Blogs Programmes Documents Subscribe Childminders Recruitment Deysbrook Childminding Network By Tracie Dowling My name is Tracie Dowling and I have been a childminder for over 32 years and I live in Anfield Liverpool. I am also part of the strategic team at Liverpool City Region and Beyond Early Years Stronger Practice Hub (EYSPH) and support childminders within the Region. My role is to be a point of call to support the childminders, signpost them to early years funded support programmes and link in with the Education Endowment Foundation (EEF) to promote the Early Years Evidence store and Early Years Tool kit. https://educationendowmentfoundation.org.uk/ The Stronger Practice Hub has funded a Childminder Network drop In at the Deysbrook Village Centre. https://www.deysbrook-vc.co.uk/ This provides the local childminders with a venue to meet up weekly with their minded children, link to myself and each other to share good practice and access face to face support. The childminders and children enjoy attending the drop-in sessions as this supports good practice by giving the children experiences to gain valuable social skills like sharing, taking turns, communication, and cooperation by interacting with others children. Having access to larger group activities such as music and movement and craft time also provides opportunities to develop language skills, motor skills, and overall confidence through play-based learning and exposure to larger group activities and toys and helping with preparing for school transition. The Drop in provides a venue for childminder and child-based training opportunities and a space for childminders to connect and build a community with each other. Over the last few months, the childminders and children have enjoyed the Sustainability Goal bitesize sessions that I have facilitated. https://sdgs.un.org/goals We have focused on one goal each week, for example week 1, we focused on Goal 1 ‘No Poverty’. We all sat together on the carpet and read the story ‘The Three Little Pigs’ we discussed the different types of housing and what it’s like to be homeless. We thought about what the safest house would be and which would have strong foundations that can withstand challenges due to global warming. I provided the children with an activity using wooden ‘Three Little Pig’ story props to decorate using crayons and recyclable materials. At the end of the session, I gave each childminder an information pack explaining why I chose the activity, how I incorporate the goals within my setting, extra reading materials / information around the Sustainability Goals. The following week before we started the next focused activity, we discussed the previous goal and how and what the children did at their childminders setting to include ‘poverty’. One child told me she made a Den, but she got upset because one of the children pulled off the blanket. I suggested next time they use pegs to see if the den stayed up longer. She told me her childminder made another den out of a big sturdy box and this was fun. Another child had used their props to tell the story again. This feedback from the children was invaluable and makes the time I spend putting the activities together all worthwhile. Anne Wrigley a childminder of the Deysbrook Drop in provided me with some amazing feedback. She said by attending the drop in and accessing support gave her confidence when she had her latest OFSTED inspection. By taking part in the bite sized Sustainability Goals awareness made her realise she was already promoting sustainability but hadn’t realised this. Since attending the sessions, she now takes the children to the local charity shop to donate and purchase items and every few weeks she buys wool to knit squares with the children to make blankets for the homeless. Anne and the children go on a trip to St Luke’s church to donate food for families who are less fortunate. During Annes previous OFSTED inspection, the inspector commented on the lack of extra training. In this inspection the inspector said it was evident Anne had been very proactive extending her continuous professional development. Anne explained to the inspector about the SPH webinar recordings and how she liked them as she can dip in and out, at a time that suits her due to the flexibility and thought they were a perfect way to extend her knowledge. Further reading: https://www.strongerpracticehubs.org.uk/hubs/nw/liverpool-city-region-and-beyond-eysph/resources/autumn-time-apples-and-apple-juice-dr https://educationendowmentfoundation.org.uk/early-years/evidence-store https://educationendowmentfoundation.org.uk/early-years/toolkit/play-based-learning https://www.evertonnurseryschoolandfamilycentre.org/childminders https://www.evertonnurseryschoolandfamilycentre.org/early-years-sustainable-hub Strategic Partners Stronger Practice Hub Privacy Notice

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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 Case Study Julie Ellis By Julie Ellis As a childminder I am very happy that we now have a support group from the Stronger Practice Hub in our local area, especially promoting communication and language. I enjoy networking with the childminding group in the Deysbrook Drop in, Library and other events. At the drop in each week, we enjoy songs and story time using the lovely resources we received through the Stronger Practice Hub. As childminders we share the resources and take turns to put the activities into practice with our minded children and share ideas with each other on how to use the resources. The insert in each bag was great so we could make sure we were able to gain the most out of the activities. June and Tracie (Strategic childminder leads for the Stronger Practice Hub) have both been a great support over the months. As the Childminder Lead, June gave me the correct information and guidance with Ofsted and polices to support my practice further as a childminder. Tracie was able to support me in her DfE Mentor role for my next inspection. My confidence was low after my last inspection but June and Tracie encouraged me to lead story sessions which made me feel more confident in my ability to show how good I am at my job which helped me have a positive inspection which I was very grateful for. This also allowed me the confidence to join a Local Authority Working group. Having June as a contact and then being part of the WhatsApp group has been great as there is so much support from everyone and the Hub also helps with training needs on childminder related issues e.g. children’s behaviour and emotions. I am also able to share my outdoor and gardening experience events with other childminders. Having easy access to a Wellcomm Bag has been invaluable as this has saved me time travelling to my nearest Children’s Centre to book a bag out, plus I do not have to rush to return the pack. I tell people I have a pack so I can share and I promote the Hub all the time. Other Reading to supplement my knowledge: https://child-development-training.education.gov.uk/about/module-4 https://educationendowmentfoundation.org.uk/early-years/evidence-store/communication-and-language https://educationendowmentfoundation.org.uk/early-years/evidence-store/early-literacy https://educationendowmentfoundation.org.uk/early-years/high-quality-interactions Julie Ellis Ofsted Registered Childminder Liverpool Strategic Partners Stronger Practice Hub Privacy Notice

Fundamental British Values at Everton Nursery School and Family Centre 英国的基本价值观 埃弗顿幼儿园和家庭中心的基本英国价值观 以下是我们在埃弗顿幼儿园和家庭中心的价值观如何代表政府对英国价值观的定义： fundamental british values 我们也有自己的一套埃弗顿幼儿园和家庭中心核心价值观。这些如下： 卓越 我们通过以下方式在实践中实施： 通过我们的行动践行我们的价值观 了解父母/照顾者的期望并满足/超越他们 相信一切都可以改善 保持安全、健康和清洁的环境 表现出对提供优质教育的承诺 在所有决定的核心与孩子合作 一个诚实和忠诚的组织，关心 我们通过以下方式在实践中实施： 开放性 包容 在我们所有的关系中表现出诚信 言出必行 重视信任 归属感 我们通过以下方式在实践中实施： 孩子、父母/照顾者和工作人员一起学习 重视多样性并庆祝差异 倾听并与他人分享想法 所有权 尊重和自豪的学习环境 激情与动力 我们通过以下方式在实践中实施： 重视团队合作 具有创新性、创造力、生产力和效率 积极主动地创造变化 回顾过去的实践以持续改进 有所作为 我们通过以下方式在实践中实施： 终身学习 协作——一种倾听的方式 积极的结果/进展 在我们为埃弗顿幼儿园和家庭中心的儿童和家庭开展的所有工作中，您将在实践中看到所有这些核心价值观。 Promoting fundamental British values

Parent carer information forms letters and what to expect. 父母/照顾者页面 表格和信息 招生 申请表 行为守则 幼儿园迟到 玩具和图书图书馆 在 EYFS 中可以期待什么 致家长/照顾者的信 家长声明表 EYFS 家长指南 家长信息手册 3-5 备用衣服 统一价目表 TOILET TRAINING 家长对我们幼儿园的评价 雅各布在托儿所感到安全、支持和被爱，接受三十小时的教育让他有更多时间与同龄人一起探索和学习。这所学校为孩子们提供了学习、发现和享受童年教育的最美妙的环境。作为父母，我们感到非常幸运，Jacob 得到了最高标准的照顾，他的 Family Worker 档案确实帮助我们了解了他的发展里程碑和目标。 -伊丽莎威利斯 - 雅各布威利斯的父母 Bea 在社交和学业上都取得了巨大的进步。她的信心要高得多，我们不可能给她提供这么高的标准。我们不可能为我们的小女孩要求更好的生活。 Bea喜欢户外活动，这也是我们选择这所幼儿园的众多原因之一。 -Bea McKenna 的父母 Sam McKenna Heidi 喜欢来托儿所，我非常感谢工作人员的奉献、支持和辛勤工作，以确保 Heidi 在她学习的所有领域都取得进步。她在托儿所的经历非常棒，家庭和学校之间的沟通也很顺畅。谢谢！ -海蒂·休斯 (Heidi Hughes) 的父母弗朗辛·麦卡德尔 (Francine McArdle) Ruby 在陌生人面前总是很疲倦和害羞，学校的常规和积极的氛围让 Ruby 练习变得更加自信。老师们为准备这些有趣、富有创意和想象力的任务所付出的努力并没有被忽视。 Ruby告诉我她很喜欢在外面玩，作为家长我觉得户外的地方很棒。我和 Ruby 的爸爸都很喜欢读故事和看 Ruby 的照片，玩得很开心！ - Courtney Needham - Ruby Needham 的父母 恩佐从三十个小时的教育中受益匪浅。今年他的语言能力提高了很多，现在他的英语说得比我们好，有时他甚至会纠正我们的错误。 Enzo 喜欢学校的日常活动，并以按摩开始新的一天。与他的班主任和家庭工作者的沟通非常好，我始终相信恩佐正在享受学校生活，任何疑虑都会及时传达。 -Maria Siqueira - Enzo Siqueira 的父母

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