Kerem House

  Parents' Area

 

Articles From Home                                                            Behaviour                                                                                  Birthdays                                                                                    Car Parking                                                                         Clothing                                                                           Curriculum                                                                              Ethos                                                                                        Food                                                                                      Health and Safety                                                                  Money                                                                                       Parents and the School                                                 Preparation for Nursery                                                          School Day (the)                                                                  School  Outings                                                                        Staff                                                                                       Telephoning

 

This handbook has been prepared to help you and your child enjoy a happy and successful school association.

We need your close co-operation so that your child obtains the greatest benefit from their time at Nursery School, so please read this booklet carefully.    

 

ETHOS

We aim to give every child the opportunity to develop their individual capacities to the fullest extent, intellectually, socially and emotionally.  We hope that when your children leave Kerem House they are ready and eager to begin the formal stage of their education, and we prepare them for this by developing their language, vocabulary, hand-control and understanding of basic concepts, so that they are intellectually, socially and emotionally ready for new experiences.  To achieve this we provide a structured and balanced programme of "learning through play" in which we fully integrate a variety of Jewish experiences which are meaningful to the children at their level of understanding.

We are committed to the provision of equal opportunity for all our children.  Our aim is that every child should reach its full potential, regardless of gender, ability and origins.  We are committed to treat all children as individuals and with equal concern.  Kerem House will combat any form of racist or sexist prejudice.  We aim to teach the children tolerance to all members of society so that they will learn to value the contribution of all ethnic groups in our multi-cultural society.

Children with special needs can be catered for and accepted into the nursery, providing there have been full discussions with the Head Teacher prior to entry to ensure that the school is able to fulfil its commitment to provide an appropriate education for the child and that sufficient resources are available to enable the child to be fully integrated within the nursery.

 Pupils are encouraged to develop an enthusiasm for an Orthodox way of life.  We promote a strong sense of Jewish identity, a love of Israel and a caring attitude towards all Jews.  Our teachers integrate aspects of the children’s secular studies with Jewish learning.  This enables us to show that Judaism is relevant throughout our daily lives.  Because of the variety of Jewish backgrounds of our families, we expect all parents to support our common values.  Rules exist in the nursery regarding the wearing of kippot and tzizit and we request that visiting male family members also wear a kippa. Please ensure that any food brought into school is permitted by the London Beth Din.  We want to be confident that all our pupils can mix freely with each other and without embarrassment out of school, and this can only be achieved by parents keeping to certain agreed conventions.  

BEHAVIOUR

 We aim to instil into our pupils high standards of behaviour and respect for each other and for the adults with whom they come into contact.  Children are discouraged from aggressive or selfish actions and positive praise is given, when necessary, in order to promote child-centred learning.  Corporal punishment is never administered, but children are taught the difference between right and wrong and given clear limits to help them feel secure.  If bad behaviour persists and causes disruption within the group, parents will be informed and will be involved in discussions and solutions.

 

THE SCHOOL DAY

The morning session is from 9.00am to 12.15pm.  On Mondays to Thursdays second year children have the opportunity to stay until 3.30pm either two or four times a week.  Those that do are served a hot, kosher, two-course dinner at approximately 12.15pm.  Vegetarians and those with food allergies can be catered for.  During the Summer term, on Mondays to Thursdays, there is an afternoon only session for the youngest children (2¾ - 3 years).  On Fridays school finishes at 12.15pm throughout the year. 

Opening Time

The school opens at 8.55am and children should not be brought to school before this time, unless the parent/carer is on the safety rota for the morning session, in which case they can be cared for by the school from 8.45am.  The door is kept open until 9.15am by which time all the children should have entered.  On entry parents should advise the Head (or other staff member at the door in her absence) of collection arrangements should they differ from the norm and these are written up on the boards.  Punctuality is encouraged in order to teach the importance of arriving at school on time, which will be required at future schooling and in order that the children do not miss out on activities which may not be repeated later in the morning.  Parents/carers should help the children hang up their coats, take them to the toilet if necessary and into their classroom to the class teacher.

Collection Time

The morning session finishes at 12.15pm and the afternoon session at 3.30pm. Your child should be collected within the last five minutes of the session, unless there are special circumstances, in which case it should be discussed with the Head Teacher. It is difficult for the teacher and distracting for the other children if a child is collected too early, but it is equally disturbing to a small child to be ‘left behind’ when all the other children have gone home. 

Adult Responsible for Collecting

If there is any change to the usual collection arrangements, the Head Teacher must be informed. The child’s name followed by the person with whom they are going home, is written on the appropriate hall whiteboard. There are separate boards for the first and second year children. The class teacher should also be informed.  In the event that a collector is unavoidably delayed they should do their utmost to arrange for an alternative person to come on time and advise the nursery accordingly.

 Late Collection

If a child is left after the session has finished, the front door will be shut and they will be taken into the school office.  If they are left more than ten minutes after collection time, the Head Teacher will telephone first the parents and, if they can not be contacted, the given emergency numbers.  In the event that a child is repeatedly left, a letter will be written to parents, advising them of their obligation to collect punctually.  If this continues a further letter will be sent stating that if this continues the duty social worker will be informed.  In the event that no contact has been made and the child has been left for half an hour, the duty social worker will be informed.  

School day 

Our syllabus is based on the Jewish Year, and closely follows the chagim as they occur.  A typical session will include a period of free play with a structured choice of activities, a mid-session snack of milk and fruit, outdoor play when the weather permits, stories, games, music and creative activities.  Language development and concept-formation is basic to all activities and the children learn and play in a happy and positive Jewish atmosphere.  A short period of conversational Ivrit is included on Monday - Thursday mornings.   

During the morning, first year children are in 2 classes, and in the second year they are divided into three groups.  At the end of the first year, the children are allocated their new teacher, after discussion with their present teacher.  There are several criteria which are taken into account when planning the classes.  Each class has a balance of boys and girls, a balance of children who have applied for a place at Kerem School, siblings of pupils at Kerem School and children who will be going elsewhere, as well as a social mix. 

When the children are in one of the older classes they are eligible to stay all day, either twice or four times a week, if you would like them to and providing the staff feel that they are mature enough to benefit.  Children who stay all day will have the opportunity to rest after lunch.  Please send a named, cot-sized sheet for them to lie on.  This will be sent home for laundering. 

CURRICULUM - SECULAR AND JEWISH

For the youngest children we follow the DfES ‘Birth to Three Matters’ curriculum and this leads on to the “Foundation Stage Curriculum”.  There are six main; areas which make up the secular curriculum; (i) Personal, Social and Emotional Development, (ii) Communication, Language and Literacy, (iii) Mathematical Development (iv) Physical Development, (v) Creative Development and (vi) Knowledge and Understanding of the World.  Wherever possible, these are interwoven with the Jewish Curriculum, the basis of which is the Jewish home, the chagim (festivals) and the parasha (Torah reading) of the week.  The children have daily prayers, tefillah, in their classroom or as a year group on Monday and Thursday.  They are taught brachot, a love of Israel and Jewish traditions.  Each week the children learn about the weekly portion from the Torah, and the highlight of the week is Kabbalat Shabbat at which they take turns at being Shabbat Ima or Abba.  They learn about the festivals and other important days in the Jewish calendar, and wherever possible we celebrate these in school, involving the parents as much as possible.   

 (i)    Personal, Social and Emotional Development

Ofsted judgement, May 2004 - Very good.  “Children’s very good progress in this area is aided by the strong links created between home and nursery.  Children are confident, curious and motivated to learn.”

 The children learn how to work, play and co-operate with each other and adults, and to function as a group beyond the family.  When they are involved in activities in the classroom they work as part of a group and independently, learning how to persevere, concentrate and investigate.  They are encouraged to respect and tolerate others and show care and concern.  We encourage their independence in personal hygiene and an ability to cope with their own needs, so we do ask you to dress them in clothes which are easy to manage.  They are given the opportunity to make choices - in selecting an activity or resources they require. 

Role-play allows the children to learn more about the lives and work of the people in the Jewish family, home and community and to express themselves.

During the second year, the children are given more opportunities to work and play co-operatively and independently.

 (ii)    Communication, Language and Literacy 

Ofsted judgement, May 2004 - Very good.  “Children communicate well.  They use complex sentences to describe their work or give explanations.  Their early reading and writing skills are very good.”

The main language focus is in speaking and listening and we encourage communication with both peers and adults.  The quality of adult language which the children encounter and the opportunities to talk with adults about their work are important for their development.  The children are encouraged to listen attentively and talk about their experiences, in small and large groups.  Through provision in the classroom, topic work, stories, songs and poems their vocabulary is increased.  They are taught how to handle and enjoy books, follow the story and pictures and respond to them.  They are encouraged to notice letters, names and words around them.

 During the second year we aim to further extend the children’s vocabulary, develop confidence and fluency in speaking in large and small groups.  Drama and role-play give opportunities for learning to compromise, negotiate and continue to extend the children’s imagination.

We aim to promote an enthusiasm for books and an understanding that the written work conveys meaning.  They have an outing to the library to promote this.  We encourage them to recognise letters phonetically, to write them correctly and to write their names and words with the appropriate use of lower and upper case letters.  The children are given opportunities to write within a play situation to practise their skills. 

Spoken Ivrit is taught in a daily session on Monday to Thursday through songs, videos, pictures and conversation.  The topics taught are: me and my clothes, the house, the seasons, the weather, the family, the classroom, counting, simple commands and responses.  Vocabulary connected to the chagim will also be introduced at appropriate times.  During the second year the children are also introduced to the first ten letters of the aleph bet. 

(iii)   Mathematical Development 

Ofsted judgement, May 2004 - Very good.  “Children’s understanding of number is very secure.  They engage in practical problem solving tasks.  Children participate in exciting projects to learn about weight and capacity. 

Through using materials such as construction kits and bricks, the children develop basic ideas of shape, space and position.  Activities such as baking and sand and water play give the children a feeling for weight, length, capacity and area.  They learn to sort by shape, colour and size.  The language of mathematics is very important for the children to express mathematical concepts.  Opportunities for counting abound in everyday activities - in the home corner, stories, number rhymes and playing simple games such as dominoes. 

During the second year the children continue to develop mathematical concepts and acquire skills through experiencing practical activities based on play environments such as the home or office corner, construction and sand.  They further develop their mathematical language through talking about their work, number rhymes and stories.  The curriculum is based around (a) counting and number, (b) pattern, (c) sorting, matching and comparing (d) shape and space and (e) problem solving.

(a)   Counting and number - this includes counting and numbers up to 10, familiarity with large numbers in the environment, practical activities that involve adding, taking away and sharing.

(b)   Pattern - copying and continuing sequential patterns of various complexity using shape, colour and size.

(c)   Sorting, matching and comparing - activities help the children to identify similar, same and different and compare lengths, weights and capacity.  Discussion about the seasons, days, nights, birthdays and chagim help the children acquire a concept of time.

(d)   Shape and space - The children learn the names of the basic 2D and 3D shapes and describe their properties.

(iv)   Physical Development 

Ofsted judgement, May 2004 - Very good.  “Children’s agility is fostered very effectively by the challenges set in the garden.”

Providing it is not raining, the children go outside every day.  They develop co-ordination and mobility through opportunities to climb, run, balance and pedal.  They learn to kick footballs and have practice throwing and catching.  They have a session of music and movement every Friday, when they can respond to music. 

Dexterity is encouraged by giving plenty of opportunities to use writing implements of all kinds - felt tips, crayons, chalks, paint brushes and pencils - and the children are taught how to hold these properly.  Jigsaws, peg boards and threading help hand/eye co-ordination, while malleable materials such as clay, playdough and plasticine strengthen the hand muscles.

 (v)    Creative Development 

Ofsted judgement, May 2004 - Very good.  “They engage in rich imaginative play, stimulated by visitors, outings and good imaginative play resources.”

The children are encouraged to participate in many different creative activities, exploring a wide variety of materials so that they can express ideas, use their imagination and increase their powers of observation.  They have opportunities for dramatic play in the home corner.  They learn to play percussion instruments, and sing in English and Hebrew. 

(vi)   Knowledge and Understanding of the World 

Ofsted judgement, May 2004 - Very good.  “Children have good opportunities to explore the natural world.  Many are interested and skilled in using technology.” 

The children’s’ own experiences and the Jewish year generally form the basis for encouraging a greater awareness of the world around them.  They grow plants from seed and observe animals.  They are given opportunities to talk about their families and learn about the environment. 

The children design and make their own models out of construction toys, boxes or wood.  They begin to use the computer with simple programmes on thinking skills, colour, letters and numbers. 

During the second year the children learn about their environment and Israel, their families, past and present events in their own lives and in the Torah and Jewish history.  Their curiosity provides a starting point for scientific investigation.  They are encouraged to enquire, test ideas, discover patterns and predict outcomes.  They have opportunities to investigate magnets, simple electrical circuits and the properties of different materials, observe living things and grow plants, as well as use a computer.  They are taken on outings to extend their awareness of the world around them.  During the summer term parents are invited to the class Shabbat party and the chagim are celebrated.

 

 PREPARATION FOR NURSERY 

Whenever possible, we shall arrange for your children to visit the school with you to meet their teacher and see the classroom, at the end of the term prior to them joining us.  After this preliminary visit, continue to talk to them about the school, their teacher, the toys and all the new and exciting things they will do when they come again.  If possible, bring them past the building and talk about it.  New children are integrated into the class in small groups in order to ease tensions.  The children will stay for a short period on the first day in order to become familiar with their new environment.  As the children gain in confidence, this will be extended until the children are happy to stay all morning.  If a child becomes greatly distressed during the course of a morning, you may be asked to collect them as early as possible.  We have found this procedure well worth the slight delay, as it enables the teacher to give each child the attention they require to adjust quickly and happily to their new surroundings.

When the time does come for them to start school, please make sure that you arrange your routine at home so they have plenty of time for breakfast or lunch and for toileting after the meal so that they arrive at school at the right time without feeling rushed or "pushed out".  A calm, unhurried routine is very important.

Always advise your child’s teacher and/or the Head Teacher of any new situation that may cause an emotional upset, such as a new baby, a parent in hospital, or a move to a new house.  Always tell us if you are going away and leaving your child at home in the care of relatives or friends.  All these factors can cause emotional disturbance, and, if not properly understood, can retard their progress at school.

STAFF

Our teachers are all police checked, trained and experienced nursery school teachers, aware of and responsive to the needs of the individual child. In addition we have assistants in the classrooms who work under the direction of the teachers and, when necessary, extra staff are employed to ensure that there is always an overall ratio of 1:4 for children under 3 and 1:8 for children over 3. In the first year the children are in two groups.  They are reorganised into three parallel classes for the second year.  All members of staff attend staff development days at the school and they are also encouraged to attend in-service training sessions at the London Borough of Barnet and Agency of Jewish Education and elsewhere when appropriate.  At the time of preparation of this handbook, the staff are as follows:-

 

HEAD TEACHER
Mrs Diana Rose MA Ed, Cert Ed, Cert TEFL, Dip Jewish Studies

DEPUTY HEAD TEACHER
Mrs Lilian Dulberg B Ed

 

SECULAR STAFF

Teachers
Mrs Carole Berry City & Guilds
Miss Charlene Goldstein HdipEd                                                                    Mrs Martine Lazarus (starting October 30th)
Mrs Annette Philip Cert Ed, ADCE
Mrs Dalia Rahamim B Sc (Hons), PGCE                                                       Mrs Roberta Shaw CPD

Classroom Assistants
Mrs Irit Cohen ADCE
Mrs Josephine Elias PPA                                                                                Mrs Michelle Ellis
Mrs Rita Gigi DPP
Mrs Diane Goldman PPA
Mrs Miriam Haziza CCE                                                                                Miss Jude Isaacs NVQ3                                                                                Miss Karen Neuman
Mrs Nicole Sharp CPP
Miss Karen Sherwood ADCE                                                                         Mrs Nadine Stalick (Certificate In Teacher Training)
Mrs Linda Tibber PPA                                                                                     Mrs Evelyn Wollenberg

JEWISH STUDIES STAFF    Teacher                                                                                                             Mrs Aviva Shoolman  (Hebrew Teachers Cert)

MUSIC AND MOVEMENT                                                                              Mrs Edna Frankin

BURSAR                                                                                                                Mrs Jane Sagal

HOUSEKEEPER                                                                                             Mrs Barbara Proud

 

CLOTHING 

We do not have a uniform at the Nursery but the following, which should be clearly marked with your child’s name, must be provided.

 BOYS                                      GIRLS

School shoebag                     School shoebag

School apron                          School apron

Spare pairs of pants              Spare pairs of knickers

Spare pairs of trousers         Spare pair of socks

Spare pair of socks               Spare pair of tights (if worn)

Tzizit

Kippa  

 

Please note that the shoebags and aprons are obtainable from Schoolwear of Hendon, 140 Brent Street, NW4 (Tel: 020-8202-2203).  The spare clothes, which must be clearly marked with your child’s name, will be kept in the shoebag during the week for use in case of accidents and will be sent home for washing on Fridays.

Every child should supply one box of tissues at the beginning of each term. 

Generally, the children should wear clothes for school that are easily washed, comfortable and easy to manage, and suitable for climbing and playing indoors and in the garden.  Trousers with difficult buttons or belts, or dresses that "must be kept clean" are just not suitable for the rough and tumble of the school day.  Dungarees are always difficult for children to manage in the toilet, so please do not dress them in these on school days.  Our aim is to teach your children to be independent and to manage toilet-time by themselves, so if you dress them sensibly it will help both them and us.  Please do not put your child in tights on Fridays as it is difficult for them to change for music and movement.  Jewellery should never be worn at school.  It may get broken or lost and this causes unnecessary upset.

 ALL ARTICLES OF CLOTHING BROUGHT TO SCHOOL MUST BE CLEARLY MARKED WITH THE CHILD'S NAME.

 MONEY  

Children should not bring money to school except on Fridays, when we collect tzedakah (charity) at the Shabbat parties.  The aim of this is to teach children to give regularly to those less fortunate than themselves, and so a small regular contribution is better than an occasional large donation. 

 ARTICLES FROM HOME 

Try to discourage your child from bringing much-loved toys to school.  Other children will want to play with them and then they may be broken or lost and upset is caused all round.  However, we always welcome books and tapes that can be shared and enjoyed by the class, but please make sure such items are clearly marked with the child's name.

FOOD

Please do not give your child any biscuits, sweets, crisps, sandwiches or other such items to bring to school.  If they have a proper breakfast and a good mid-day dinner, snacks such as these are unnecessary and will spoil their appetite.  Fruit is always permissible and welcome, and it is cut up and shared around the group at "milk time". The only exception to the above is when a child celebrates a birthday when we are very pleased if you send us a birthday cake and possibly some crisps and/or sweets, so that we can make a small party for the child with his group.  The cake must come from a recognised kosher baker and cannot be home-made.  The crisps and sweets must also be strictly kosher.  Chewing gum is not allowed at school. 

As some children have a nut allergy, please do not bring foods with nuts or peanuts into the nursery for Shabbat parties.

TELEPHONING 

Our telephone number is 020-8455 7524 and the Head Teacher is always available should you have any worry or query about your child.  Please try to telephone if you are delayed in collecting your child, or if he/she is to be collected by a different person from usual.  Be sure that we have an emergency number that we can contact if you are not at home, as well as your home number and that of your family doctor. 

Please ensure that all telephone numbers are up to date, including mobile numbers.  Always inform us if you are going to be away from home for a short period and your child is staying with relatives or friends.  If a mother is at work, please make sure that we have the work telephone number for use in an emergency. 

CAR PARKING 

Please park your car sensibly when you come to school. Bad parking can cause much bad feeling amongst nearby residents, and sensible parking is necessary for the safety of children and adults alike.  Do not park on the yellow zig-zag lines, or near the corners of the roads, (it is illegal to park within 15 metres of a junction) and NEVER in front of a driveway.  Double-parking is very dangerous, and we are all concerned for the safety of all the children, as well as for other road-users.  It is important that, in case of emergency, there is access to the school at all times. 

HEALTH AND SAFETY

If your child is away from school for more than two days, please telephone the Head Teacher to tell us the reason for the absence.  Always telephone the school immediately if your child contracts an infectious illness and, in this case, a doctor's certificate is required when the child returns to school.  Minimum periods of exclusion are:

Chicken Pox             6 days from onset of rash

German Measles      4 days from onset of rash

Measles                     7 days from onset of rash

Mumps                       Until swelling has subsided

Whooping Cough      21 days from onset of paroxysimal cough

If your child has been sick in the night, or has an upset tummy, make sure he/she is perfectly well for 24 hours before he/she returns to school.  Never send children to school if they have been sick at breakfast-time or if they have been given paracetamol.  Do not send them to school if they have a heavy cold, a troublesome cough or "sticky eyes".  If they feel unwell they will not be happy away from home, will not benefit from school and might well infect other children.  If children have been prescribed a course of antibiotics, they should usually remain at home until they have finished the course.

Medicines can only be given with Mrs Rose’s agreement and written consent stating the exact dosage.

Medical records are kept for each child and the Head Teacher must always be informed if a child has a medical history, eg. asthma, allergies, epilepsy, or anything else that may affect them at school so that an individual healthcare plan can be written if necessary.  We also like to know if children are adopted, or if they come from a separated home or have any special needs.  Such information must be kept up to date and is always treated in the strictest confidence.

An adequate First Aid box is kept on the premises and most of the staff have training.  In the event of an accident, First Aid is given and the seriousness of the injury is assessed.  If further treatment is considered necessary, parents will be contacted immediately.  All accidents are recorded and the parent will be asked to sign the entry.

A fire and emergency drill take place every term.

The school operates a “no smoking” policy and parents should adhere to this at all times.

BIRTHDAYS 

Previous mention has been made of the necessity of a kosher cake for a school party.  If you are making a party at home, the Head Teacher is always please to supply you with a class list of the children, and invitations can be handed out at school.  We would advise that parties should not be held on Shabbat or chagim, and that the food served at home is always strictly kosher so that all children are able to participate.

SCHOOL OUTINGS

Once a year, on Lag b’Omer, we take all the children out by coach.  At other times during the year selected groups of children are taken out for short visits during the school session.  You will always be informed in writing if such an outing is planned for your child, and your written permission will always be requested.  We are always grateful for help from mothers on these outings, and if you are able to assist with transport and/or care please contact the Head Teacher.  You will be asked to sign a general consent form to include all small outings, such as visits to the park or local shops.

PARENTS AND THE SCHOOL

We aim to encourage close co-operation and the best possible relationship between parents and teachers.  On commencement, parents will be asked about their child at home in order to make the children feel “at home” at the nursery.  Parents are encouraged to bring children right into the classroom each morning. If parents visit the school they should sign the visitors’ book on entry and exit. 

A weekly newsletter is distributed to keep you informed.  There is a file of school policies in each class which parents are welcome to read. Amongst them are the procedures to be followed if there is concern about the welfare of the children. 

Parents are always welcome to discuss any problem concerning a child with their teacher or the Head Teacher.  However, during the school session the teacher must be constantly aware of the childrens’ needs in the classroom and has to give her full attention to the class, so it is more convenient for you and for her if you can make an appointment to see her so that she can give you her undivided attention.  If there are unresolved concerns, an appointment should be made with the Head Teacher.  In this case a record of the nature of the complaint will be recorded with any immediate and subsequent action taken, with the date. The complaint will be investigated within 21 days. If there is still dissatisfaction, the PTA Chair or Treasurer can be contacted and may agree to act as a mediator, or a letter can be written to the Chair of Governors, Kerem Schools, Norrice Lea, London N2 0RE.  The nursery is registered by OFSTED under the Care Standards Act.  Should the complaint be such that the nursery is not complying with the National Standards, complaints can be addressed to OFSTED.  The website is www.ofsted.gov.uk and helpline 0845-6014771. 

There is an active PTA which arranges functions throughout the year both of a social and educational nature, and all new parents are invited to a coffee evening at the beginning of the term in which their child starts, when they are able to get to know the Committee and other new parents.

The PTA welcomes suggestions and ideas from parents.  There is a regular newsletter and ample notice of meetings and activities is usually given.  All parents are welcome to participate in the PTA and contact can be made through the Head Teacher.

An Open Evening is held during the Summer Term, when every aspect of the children's work and play is on display, and we welcome all parents (and grandparents too!) on this occasion.  At the end of the school year, and when a child leaves, parents are given a report on the child’s all-round development and progress.

When the time comes to leave the Nursery, many of the children continue on to Kerem School, which provides an excellent secular and Jewish education in a warm, happy and secure environment.  The Head Teacher is always available to discuss future schooling with parents, and to give any information required or make appointments to visit Kerem School.