Learning at Gilah

Before your child starts at Gilah we recommend that you read our
Parent Information Booklet.

Opening Hours and Daily Routines

Monday to Friday, 9:00 am to 12:00 pm, 9.00 am to 12.15 pm, or 9:15 am to 12:30 pm, with an option to stay for lunch club until 2:15 pm or 2:30 pm on Tuesdays, Wednesdays and Thursdays. Breakfast club is from 8:00 am until Gilah opening time on Tuesdays, Wednesdays and Thursdays from September 2009.

2 year old children can attend the younger class for 3 mornings per week and will usually increase to 5 mornings at between 2 and a half and 3 years. When morning sessions are full, 3 afternoons per week may be offered for younger children: 1:00 pm – 3:30 pm.

Gilah Nursery believes that care and education are equally important in the experience which we offer children. The routines and activities that make up the nursery's sessions are provided in ways which

• help each child feel that they are a valued member of the nursery
• ensure the safety of each child
• help children gain from the social experience of being part of a group
• provide children with the opportunities to learn and help them to value learning.

The nursery organizes its sessions so that children can choose from - and work at a variety of activities and in doing so build up their ability to select and work through a task to its completion. The children are also helped and encouraged to take part in adult-led small and large group activities, which introduce them to new experiences and help them to gain new skills, as well as helping them to learn to work with others.

Classes

We have a high ratio of staff to children in the nursery. This helps us to:

• Give time and attention to each child
• Talk with the children about their interests and activities
• Help children to experience and benefit from the activities which we provide
• Allow the children to explore and be adventurous in safety.

Curriculum

'Every Child Matters' has outcomes, defined for children's care and learning, which are set out under the following headings:

• Be Healthy
• Stay Safe
• Make a positive Contribution
• Enjoy & Achieve
• Achieve Economic Well-being

Children start to learn about the world around them from the moment they are born. The care and education offered by Gilah Nursery School helps children to build on their acquired knowledge by providing interesting and stimulating activities that are right for their age and stage of development.

Gilah's curriculum is based on the "Early Years Foundation Stage" (EYFS). The EYFS is a central part of the ten year childcare strategy "Choice for parents, the best start for children" in the Childcare Act 2006. From September 2008 it is mandatory for all schools and early years providers in Ofsted registered settings attended by young children - from birth to the end of the academic year in which a child has their fifth birthday.

For each area, the guidance sets out early learning goals. These goals state what it is expected that children will know and will be able to do by the end of the foundation stage (the end of the reception year) for each early learning goal, the guidance sets out stepping stones, which describe the stages which a child is likely to go through as they move to achieve the goal. We use these stepping stones to help us trace each child's progress and to enable us to provide the right activities to help all the children move towards achievement of the early learning goals.

Play helps young children to learn through doing and talking, which research has shown to be the means by which young children think. Nursery uses the early learning goals and their stepping stones to plan and provide a range of play activities, which help children to make progress in each of the areas of learning and development. In some of these activities children decide how they use the activity and in others an adult takes the lead in helping children to participate in the activity. In all our activities information from the early learning goals, stepping stones and birth to three matters has been used to decide what equipment to provide and how to provide it. Short term plans are displayed on each group's notice board to show you how we are providing the activities and how these fit into the learning outcomes.

Personal, Social and Emotional Development This area of children's development covers: Having a positive approach to learning and finding out about the world around them Having confidence in themselves and their ability to do things, and valuing their own achievements Being able to get on, work and make friendships with other people, both children and adults Becoming aware of – and being able to keep to – the rules which we all need to help us look after ourselves, other people and our environment Being able to dress and undress themselves and look after their personal hygiene needs Being able to expect to have their ways of doing things respected and to respect other peoples ways of doing things	Communication, Language and Literacy This area of children's development covers: Finding out about the natural world and how it works Finding out about the made world and how it works Learning how to choose – and use – the right tool for the job Learning about computers, how to use them and what they can help us to do Starting to put together ideas about past and present and the links between them Beginning to learn about their locality and its special features Learning about their own and other cultures
Physical Development This area of children's development covers: Gaining control over the large movements which we can make with our arms, legs and bodies, so that they can run, jump, hop, skip, roll, climb, balance and lift Gaining control over the small movements we can make with our arms, wrists and hands, so that they can pick up and use, objects tools and materials Learning about the importance of – and how to look after – their bodies	Creative Development This area of children's development covers: Using paint, materials, music, dance, words, stories and role play to express their ideas and feelings Becoming interested in the way that paint, materials, music, dance, words, stories and role play can be used to express their feelings
Knowledge and Understanding of the World This area of children's development covers: Investigating objects and materials using their senses, finding out about and identifying living things, objects and events they observe, looking closely for similarities and differences and asking questions about why things happen and how they work Building and constructing a wide range of objects, selecting appropriate resources and adapting their work where necessary. Selecting tools and techniques they need to shape, assemble and join materials they are using Finding out about and identifying everyday technology. Using ICT and programmable toys to support their learning Finding out about past and present events in their own lives, their families and their communities. Observing and finding out about features in the places where they live and in the natural world. Begin to know about their culture and beliefs and those of other people Finding out about the environment and talk about their likes and dislikes	Problem Solving, Reasoning and Numeracy This area of children's development covers: Saying and using numbers and number names in familiar contexts Counting reliably up to 10 everyday objects Using number language such as "more" or "less", "greater" or "smaller", "heavier" or "lighter" In practical activities and discussions to use vocabulary for adding or subtracting. Combining two numbers or quantities. Finding one more or one less than a number from one to ten Talking about, recognising and recreating simple patterns. Use everyday words to describe position Using language such as ‘circle’ or ‘bigger’ to describe the shape and size of solids and of shapes Using developing mathematical ideas and methods to solve problems

Dress Codes

The nursery has a uniform which we encourage parents to buy. For a reasonable price your child will have clothes in which they feel free to explore and experiment with all kinds of materials including many very messy ones! The uniform also gives them a sense of identity and helps to differentiate nursery days from home days. If you would like to purchase items of uniform, please ask your child's teacher for an order form, or call Suzanne at Clive Mark Direct on 020 8953 1404.

Girls should wear skirts or dresses on Fridays. Boys will be expected to wear tzitzit and a kippah. Fathers and other male visitors should have their heads covered.

At the end of each term we invite parents to join us for an activity. As we use the Shul's premises, please dress appropriately.

Facilities

Gilah has spacious facilities, including large classrooms and a modern outdoor playground. We provide play equipment, books and resources that are safe and plentiful, helping all areas children's learning and development.

Additional Needs

As part of the nursery's policy to ensure its provision meets the needs of each child we take account of any additional needs. The nursery works to the requirements of the 1993 Education Act and the Special Educational Needs Code of Practice (2000). Lisa Lebe is our SENCO.

For more information, please read our Additional Needs Policy.

Ofsted

Gilah was last inspected by Ofsted in November 2007. The quality of care and standards of education were described as "good" and Ofsted rated each area of the provision as "good". In addition, the report stated that "Children are cared for in a secure, well-maintained, welcoming and child friendly environment... Children are happy and settled... Their individual needs are well met as staff ensure all children are treated with respect... "

For more information, please read Gilah's Ofsted report.

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