Learning at Gilah

Before your child starts at Gilah we recommend that you read our Parent info booklet 2015

Opening Hours and Daily Routines

Monday to Friday, 9:00 am to 12:00 pm, 9.15 am to 12.15 pm,  with an option to stay for lunch club until 2:00 pm or 2:15 pm on Mondays, Tuesdays, Wednesdays and Thursdays. Breakfast club runs everyday from 7.30 am until Gilah opening times. We offer afternoon sessions which run until 6.00 pm Mondays to Thursdays.

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.



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.



Gilah works with parents and carers, to promote the learning and development of all children and to ensure they are ready for school.  Learning and development is informed by the best available evidence on how children learn and reflect the broad range of skills, knowledge and attitudes children need as foundations for good future progress.  The nursery must guide the development of children’s capabilities with a view to ensuring that children in their care complete the EYFS ready to benefit fully from the opportunities ahead of them.

The EYFS learning and development requirements comprise:

  • the seven areas of learning and development and the educational programmes (described below);
  • the early learning goals, which summarise the knowledge, skills and understanding that all young children should have gained by the end of the Reception year; and
  • the assessment requirements (when and how practitioners must assess children’s achievements, and when and how they should discuss children’s progress with parents and/or carers).

There are seven areas of learning and development that must shape educational programmes in early years settings.  All areas of learning and development are important and inter-connected.  Three areas are particularly crucial for igniting children’s curiosity and enthusiasm for learning, and for building their capacity to learn, form relationships and thrive.  These three areas, the prime areas, are:

  • communication and language;
  • physical development; and
  • personal, social and emotional development.

Gilah must also support children in four specific areas, through which the three prime areas are strengthened and applied.  The specific areas are:

  • literacy;
  • mathematics;
  • understanding the world; and
  • expressive arts and design.

Programmes must involve activities and experiences for children as follows.

Communication and language development involves giving children opportunities to experience a rich language environment; to develop their confidence and skills in expressing themselves; and to speak and listen in a range of situations.

Physical development involves providing opportunities for young children to be active and interactive; and to develop their co-ordination, control, and movement.  Children must also be helped to understand the importance of physical activity, and to make healthy choices in relation to food.

Personal, social and emotional development involves helping children to develop a positive sense of themselves, and others; to form positive relationships and develop respect for others; to form and learn how to manage their feelings; to understand appropriate behaviour in group; and to have confidence in their own abilities.

Literacy development involves encouraging children to link sounds and letters and to begin to read and write.  Children must be given access to a wide range of reading materials (books, poems, and other written materials) to ignite their interest.

Mathematics involves providing children with opportunities to develop and improve their skills in counting, understanding and using numbers, calculating simple addition and subtraction problems; and to describe shapes, spaces, and measures.

Understanding the world involves guiding children to make sense of their physical world and their community through opportunities to explore, observe and find out about people, places, technology and the environment.

Expressive arts and design involves enabling children to explore and play with a wide range of media and materials, as well as providing opportunities and encouragement for sharing their thoughts, ideas and feelings through a variety of activities in art, music, movement, dance, role-play, and design and technology.


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 download form and return to your child’s keyworker. Uniform order 2015-2016

Girls should wear skirts or dresses on Fridays.  Boys will be expected to wear tzitzit and a kippah when they turn 3.  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.


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.  Caroline Rosen is our SENCO.

For more information, please read our  9 2 Supporting Children with Special Educational Needs (1) policy.


Gilah was last inspected by Ofsted in September 2016. 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 go the Ofsted Website to read the report.

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