Search Results

Prime aux élèves de la petite enfance (EYPP) Prime aux élèves de la petite enfance à l'école maternelle et au centre familial d'Everton Depuis avril 2015, l'école maternelle et le centre familial d'Everton ont pu réclamer un financement supplémentaire par le biais de la prime pour les élèves de la petite enfance (EYPP) dans le but de soutenir et d'enrichir le développement, l'apprentissage et les soins des enfants. L'EYPP a fourni à tous les enfants éligibles de l'école maternelle un financement supplémentaire pour permettre à l'école maternelle et au centre familial d'Everton de réduire la différence éducative. L'EYPP fournit 53 pence supplémentaires par heure à tous les enfants de trois et quatre ans éligibles dont les parents reçoivent certaines prestations ou qui étaient officiellement pris en charge par les autorités locales mais qui ont quitté la prise en charge parce qu'ils ont été adoptés ou ont fait l'objet d'une tutelle spéciale. ou une ordonnance d'arrangement pour enfants. L'objectif est qu'Everton Nursery School and Family Centre reçoive 302 £ par an (environ 111,30 £ sur deux trimestres et 79,40 £ pour le dernier trimestre si l'enfant est toujours à l'école) par l'intermédiaire de l'autorité locale pour chaque enfant accédant à ses 570 heures financées droit à l'éducation préscolaire. En raison des systèmes des autorités locales pour communiquer l'éligibilité, nous, en tant qu'école maternelle (par rapport à une école primaire), ne sommes souvent pas en mesure d'accéder à des informations claires concernant certains des enfants éligibles à la prime pour les élèves de la petite enfance (EYPP) jusqu'à ce que les enfants soient passés à leur prochain paramètre. Cela crée des implications financières supplémentaires pour l'école maternelle et le centre familial d'Everton qui développent un système d'éligibilité à partir du trimestre d'automne en utilisant les données des repas scolaires gratuits. les données fournissent un plan financier de départ pour répondre aux besoins des enfants identifiés. Sinon, nous travaillons toujours un trimestre, parfois deux trimestres en retard en utilisant le calcul d'éligibilité LA EYPP. Allocations de primes aux élèves de la petite enfance pour l'école maternelle et le centre familial d'Everton : Spring 19 = £ 3357.48, été 19 = 3100,50 £, 19 ans = 4897.20_cc781905-5CDE-3194-BB3B-136BAD5CF58D_ _CC781905-5CDE-3194-BB3B-136BAD5CF58D_ Les principaux obstacles à l'apprentissage auxquels sont confrontés les enfants éligibles à l'EYPP à l'école maternelle et au centre familial d'Everton sont les difficultés d'élocution, de langage et de communication, ainsi que la confiance en soi et l'estime de soi. Ces obstacles ont été identifiés par les responsables des écoles maternelles grâce à la réalisation d'évaluations de base à l'entrée. ont le plus d'impact sur les enfants identifiés pour soutenir leur « préparation à l'école ». Le premier programme d'intervention que nous utilisons grâce au financement de l'EYPP est WellComm. L'impact du programme d'intervention WellComm à l'école maternelle et au centre familial d'Everton indique que le programme soutient des résultats positifs pour les enfants ayant des difficultés d'élocution et de langage identifiées. thérapeute pour travailler en séances d'orthophonie individuelles et en petits groupes avec tous les enfants éligibles à l'EYPP qui ont un besoin identifié de parole, de langage et de communication. L'impact de ce travail est mesuré par l'utilisation de l'outil d'évaluation de la parole et du langage WellComm avec des rapports récapitulatifs qui documentent les progrès réalisés et les prochaines étapes fournies à la fois à l'école SENDCO et aux parents/tuteurs de l'enfant. Nos autres programmes d'intervention EYPP incluent la mise en relation avec nos musiciens In Harmony, la menuiserie, le yoga et des visites éducatives supplémentaires pour soutenir l'estime de soi et la confiance en soi : Les musiciens de l'Orchestre philharmonique de Liverpool travaillent avec de petits groupes d'enfants éligibles à l'EYPP dans le cadre du programme plus large "In Harmony" auquel l'école maternelle et le centre familial d'Everton se sont engagés. Un charpentier et professeur de yoga d'ACF Design travaille avec des enfants EYPP identifiés sur une base individuelle dans le travail du bois et en petits groupes dans le yoga dans le but de développer la communication et le langage des enfants, ainsi que leur confiance en eux et leur estime à travers le travail du bois et le yoga._cc781905 -5cde-3194-bb3b-136bad5cf58d_ Le personnel de l'école maternelle utilise le minibus de l'école pour des visites éducatives afin d'approfondir le langage, la curiosité naturelle et les connaissances des enfants de l'EYPP sur leur environnement local grâce à des visites du parc local, des musées et de la bibliothèque. Veuillez voir ci-dessous la stratégie de prime pour les élèves de la petite enfance de l'école pour 2018 - 2020.

Nous contacter Vous pouvez parler à Joanne Rooney (administratrice), Anne Smith (réceptionniste) ou Lesley Curtis (directrice) si disponible. Notre coordonnatrice des besoins éducatifs spéciaux et des personnes handicapées (SENDCo) est Rebecca Melia avec le soutien de notre coordonnatrice de l'inclusion Ruth Scully. Téléphone fixe E-mail 0151 233 1969 evertonnsfc@evertoncentre.liverpool.sch.uk Des médias sociaux Formulaire de contact Prénom Nom de famille E-mail Message Merci d'avoir soumis ! Envoyer

Environnement d'apprentissage

Rapports officiels L'école maternelle et le centre familial d'Everton ont été inspectés par HMI en vertu de la section 8 du cadre d'inspection abrégé le 16 octobre 2018. OBE. Everton Nursery School and Family Center a maintenu le jugement exceptionnel, le cinquième jugement exceptionnel en tant qu'école maternelle depuis 2004. Cliquez sur Ici pour lire la lettre. ​ Rapport Ofsted sur l'école maternelle et le centre familial d'Everton L'école maternelle et le centre familial d'Everton ont été inspectés par Ofsted en mai 2014 et un jugement Outstanding​ a été rendu. Cliquez ici pour lire le rapport. Avant mai 2014, Everton Nursery School and Family Center a également été inspecté en mai 2011, mai 2008 et mai 2004. Pour télécharger et lire chacun de ces rapports d'inspection, veuillez Cliquez ici . Everton Nursery School et Family Center Daycare Rapport Ofsted ​Everton Nursery School and Family Centre Daycare Department a été inspecté en septembre 2014 et un jugement exceptionnel a été accordé. Pour télécharger et lire ce rapport d'inspection, veuillez Cliquez ici . Rapport Ofsted du centre pour enfants d'Everton Le centre pour enfants d'Everton a été inspecté en janvier 2011 et un jugement exceptionnel a été décerné. Pour télécharger et lire ce rapport d'inspection, veuillez Cliquez ici .

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 Programmes Our aim as an Early Years Stronger Practice Hub will be to share communication and language and literacy programmes initially. Please keep checking back as we aim to provide recorded and live webinars and face to face drop in's and twilights regarding the programmes we will offer. In the meantime look at the programmes on offer through the Department for Education (DfE): https://help-for-early-years-providers.education.gov.uk/ Strategic Partners ​Stronger Practice Hub Privacy Notice

Valeurs britanniques fondamentales Valeurs britanniques fondamentales à l'école maternelle et au centre familial d'Everton Vous trouverez ci-dessous comment nos valeurs à l'école maternelle et au centre familial d'Everton représentent la définition gouvernementale des valeurs britanniques : fundamental british values Nous avons également notre propre ensemble de valeurs fondamentales de l'école maternelle et du centre familial d'Everton. Ceux-ci sont les suivants : Excellence Nous mettons en œuvre dans la pratique comment nous : vivre nos valeurs à travers nos actions savoir quelles sont les attentes des parents/tuteurs et les atteindre/les dépasser croire que tout peut être amélioré maintenir un environnement sûr, sain et propre montrer son engagement à fournir une excellente éducation avec soin travailler en collaboration avec l'enfant au cœur de toutes les décisions Une organisation honnête et engagée qui se soucie Nous mettons en œuvre concrètement à travers : ouverture inclusion faire preuve d'intégrité dans toutes nos relations faire ce que nous disons que nous ferons valoriser la confiance Qui appartiennent Nous mettons en œuvre concrètement à travers : les enfants, les parents/tuteurs et le personnel apprennent ensemble valoriser la diversité et célébrer la différence écouter et partager des idées avec les autres la possession avoir le respect et la fierté de l'environnement d'apprentissage Passion et dynamisme Nous mettons en œuvre concrètement à travers : valoriser un travail d'équipe être innovant, créatif, productif et efficace être proactif dans la création du changement revoir les pratiques passées pour une amélioration continue Faire la différence Nous mettons en œuvre concrètement à travers : apprentissage tout au long de la vie collaboration – une approche d’écoute résultat positif/progression​ Vous verrez toutes ces valeurs fondamentales en pratique tout au long du travail que nous entreprenons avec les enfants et les familles au sein de l'école maternelle et du centre familial d'Everton. Promoting fundamental British values

Centre de Nurture Bienvenue sur la page Center for Nurture. Veuillez voir ci-dessous une gamme d'activités auxquelles vous pouvez accéder avec votre enfant à la maison. Nous continuerons à ajouter à cette page. Si vous avez des suggestions d'activités d'apprentissage à domicile pour les enfants de 4 à 7 ans, veuillez envoyer un e-mailevertonnsfc@evertoncentre.liverpool.sch.uk ​ ​ Ressources Histoires sur notre chaîne Youtube ​Histoires du personnel sur notre chaîne 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.

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 ENGAGING GROWTH WITH ‘THE GARDEN CLASSROOM’ By Tracie Dowling My name is Tracie Dowling, I have worked in childcare for over 30 years. I’m an OFSTED Registered Childminder, Mentor for the Department of Education , Northwest Childminder Representative and Childminding Network Co-ordinator, PEEP Facilitator and Childminder Employer based in Liverpool. I employ an amazing assistant, Debbie and together we care for eight children under the age of five years. Throughout my career as a Registered Childminder, I have incorporated holistic learning into my practices. Over the years this has evolved, and I refer to my way of teaching as ‘The Garden Classroom’ which you can read about on my blog . Although this way of learning is primarily outdoors, the learning is year-long and therefore I have created ways of learning no matter the season. The Garden Classroom practices always incorporate the three prime areas of the Early Years Foundation Stage (EYFS) and the Characteristics of Effective Teaching and Learning. Read on to learn how I weave these key components into outdoor play. OUTDOOR LEARNING The Garden Classroom is a space where children can learn and grow, connecting to nature and the world around them. Outdoor exploration not only connects toddlers and babies with the seasons and everchanging weather, but also promotes physical activity, a sense of wonder, and an appreciation for the natural environment. Providing gardening activities for my children has proven to be great way to engage them with hands-on learning, including growing food from seed to plate, food sensory education , pond-dipping and lifecycles, and practicing sustainability through composting and recycling. The children learn vital skills such as adaptability and resilience by witnessing their environment going through the cycles. This helps them understand the concept of change and builds resilience in the face of transitions. In one area of our garden, we have a pet cemetery. Here, we have buried our family pets and other creatures who have come and gone. This space allows us to teach the children about the life-death cycle and accept change. Similarly, every year we experience frogspawn, giving us the opportunity to learn about birth and growth as we watch their little tails shrink and their legs grow. To support the children’s cognitive skills, we provide activities to observe and understand nature through investigation. The children’s favourite activities at the moment are pond dipping and growing and harvesting flowers, fruit, and vegetables. Some of the learning objectives within these activities are linked to lifecycles, categorising, comparison and pattern recognition in nature. Supporting the children to experience the wonders of changing seasons has a positive effect on their emotional well-being, mine, and Debbie’s too! The children take naps outside and participate in meditation while the birds are singing away. These activities provide opportunities for relaxation and promote a sense of calm and happiness. It is proven that spending time in nature has mental health benefits as well as emotional and physical benefits . SEASONAL LEARNING Every season and even every different day outdoors, brings a new set of sensory stimulation by exploring the sights, textures, aromas, even the noises of the natural world. The experiences are endless. The children love finding the strawberries and munching away, and there is no better taste than a sun-ripened cherry tomato, if they leave me any! Unfolding the characteristics of seasonal vocabulary during our activities also contributes to early language and provides children with the skills to articulate their observations and experiences. Whether its playing in the muddy puddles, counting the frogs or learning to sow seeds, the language opportunities are endless. The seasons are also a lovely way to promote cultural celebrations and traditions. We love the harvest festival where we like to gather our produce and share with our families, or Diwali where we cover the garden with lights and have a magical Diwali feast. There are many ways to weave cultural traditions into your very own Garden Classroom. “Lovely to watch her be so interested in how it grows. How she cares for it, and that she’s happy with the end result, we’ve even started growing our own strawberries and sunflowers at home” – Elsie’s Mum. By incorporating a Garden Classroom into your setting, your children can foster environmental awareness, develop a sense of responsibility and appreciation of the natural world, which in turn lays the groundwork for their future environmental consciousness. Seasonal changes spark natural curiosity and wonder within the children, giving them the opportunity for questioning and exploration, cultivating a mindset of inquiry and lifelong learning. The Education Endowment Foundation (EEF) The Early Years Toolkit brings together the best available evidence on key areas of learning and development. It can support all childminders when making decisions on how to improve learning outcomes. Physical development approaches | EEF educationendowmentfoundation.org.uk) Other research Useful resource: Garden activities for September :: The Garden Classroom - NurtureStore The Edible Garden – Alys Fowler (book and BBC Series 2010) Strategic Partners ​Stronger Practice Hub Privacy Notice

Liste du personnel

Empêcher l'ordre du jour Prevent Agenda Prevent Departmental Advice

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 Childminders 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. ​ ​ CHILDMINDER DROP IN Every Monday 9.30-11.30a.m. at Deysbrook Community Centre, Liverpool, L12 4XF. Every Wednesday 9.30-11.30a.m., term time, St Hilda's Church Hall, Hunts Cross, Stuart Avenue, Liverpool, L25 0NG Every Friday 9.30-11.00a.m. at Everton Nursery School and Family Centre, Spencer Street, Liverpool, L6 2WF. If you attend a drop in or meet up with other childminders across the Liverpool City Region and Beyond area, please let us know so we can advertise, allowing local childminder colleagues to attend, join in and network. ​ HANEN LEARNING LANGUAGE and Loving It Programme – in development for Childminders If you are in Liverpool or Sefton (our Home area), we are looking for upto 12 childminders to work with ourselves and Communicate, to take part in the bespoke programme for childminders. If you are interested, please email 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…. Strategic Partners ​Stronger Practice Hub Privacy Notice

Accueil Histoires d'apprentissage Booktrust ​ ​ Histoires interactives de Booktrust, la plus grande organisation caritative de lecture pour enfants du Royaume-Uni. Certains chiens font Bébés Hibou ​ Rumble dans la jungle ​ Ouvrez très soigneusement ​ jef Votre heureux et vous le savez ​ ​