About Us

Gan Kinneret Nursery

Manager:    Dina Samson

Address: Edgware United Synagogue               
Parnell Close                                       Tel:             020 8958 4777
Edgware                                            Email:         gankinneret@aol.co.uk
Middlesex, HA8 8YE                           Website:     www.gankinneretnursery.co.uk


Gan Kinneret has been running for over thirty years in the capable hands of Mrs Dina Samson and her team. We cater for children between the ages of one and rising fives.

We have a total of 63 children a day, split between four age appropriate classrooms. We are an oversubscribed nursery that offers a fantastic educational start to your children’s lives. We appreciate that you are your child’s first educator, and work with you to find the most appropriate and beneficial way to build on your teachings.

Gan Kinneret is based on the lower level of Edgware United Synagogues building. We have fantastic classrooms and two outside areas for the children to explore.

Gan Kinneret aims to:

  • provide high quality care and education for children below statutory school age;
  • work in partnership with parents to help children to learn and develop;
  • add to the life and well-being of the local community; and
  • offer children and their parents a service that promotes equality and values diversity.

Parents


Parents are regarded as members of Gan Kinneret who have full participatory rights. These include a right to be:

  • valued and respected;
  • kept informed;
  • consulted;
  • involved; and
  • included at all levels.

 

We aim to ensure that each child:

  • is in a safe and stimulating environment;
  • is given generous care and attention, because of our ratio of qualified staff to children, as well as volunteer parent helpers;
  • has the chance to join with other children and adults to live, play, work and learn together;
  • is helped to take forward her/his learning and development by being helped to build on what she/he already knows and can do;
  • has a personal key person who makes sure each child makes satisfying progress;
  • is in a setting that sees parents as partners in helping each child to learn and develop; and
  • is in a setting in which parents help to shape the service it offers.

 


Children's development and learning

The provision for children's development and learning is guided by The Early Years Foundation Stage (DCSF 2012). From September 2008 the Early Years Foundation Stage became law. This brings together Birth to Three Matters and the Curriculum Guidance for the Foundation Stage.  Our provision reflects the four key themes and 16 commitments of the Early Years Foundation Stage.

A Unique Child

Every child is a unique child who is constantly learning and can be resilient, capable, confident and self-assured.

Practitioners

  • understand and observe each child’s development and learning, assess progress, plan for next steps
  • support babies and children to develop a positive sense of their own identity and Culture
  • identify any need for additional support
  • keep children safe
  • value and respect all children and families equally

Positive Relationships

Children learn to be strong and independent through positive relationships.

Positive relationships are

  • warm and loving, and foster a sense of belonging
  • sensitive and responsive to the child’s needs, feelings and interests
  • supportive of the child’s own efforts and independence
  • consistent in setting clear boundaries
  • stimulating
  • built on key person relationships in early years settings

Enabling Environments

Children learn and develop well in enabling environments, in which their experiences respond to their individual needs and there is a strong partnership between practitioners and parents and carers.

Enabling Environments

  • value all people
  • value learning

They offer

  • stimulating resources, relevant to all the children’s cultures and communities
  • rich learning opportunities through play and playful teaching
  • support for children to take risks and explore

Learning and Development

Children develop and learn in different ways. The framework covers the education and care of all children in early years provision, including children with special educational needs and disabilities.

Practitioners teach children by ensuring challenging, playful opportunities across the prime and specific areas of learning and development.

  • playing and exploring - children investigate and experience things, and ‘have a go’;
  • active learning - children concentrate and keep on trying if they encounter difficulties, and enjoy achievements; and
  • creating and thinking critically - children have and develop their own ideas, make links between ideas, and develop strategies for doing things.

How we provide for development and learning


Children start to learn about the world around them from the moment they are born. The care and education offered by Gan Kinneret helps children to continue to do this by providing all of the children with interesting activities that are appropriate for their age and stage of development.

The Areas of Development and Learning comprise:

  • Personal, social and emotional development
  • Communication and language
  • Physical development
  • Mathematics
  • Understanding of the world
  • Literacy
  • Expressive arts and design

 

For each area, the practice guidance sets out the Early Learning Goals. These goals state what it is expected that children will know and be able to do by the end of the reception year of their education.

The practice guidance also sets out in ‘Development Matters’ the likely stages of progress a child makes along their learning journey towards the early learning goals. Gan Kinneret has regard to these matters when we assess children and plan for their learning.

 

The early learning goals

The prime areas


Communication and language


Listening and attention: children listen attentively in a range of situations. They listen to stories, accurately anticipating key events and respond to what they hear with relevant comments, questions or actions. They give their attention to what others say and respond appropriately, while engaged in another activity.
Understanding: children follow instructions involving several ideas or actions. They answer ‘how’ and ‘why’ questions about their experiences and in response to stories or events.
Speaking: children express themselves effectively, showing awareness of listeners’ needs. They use past, present and future forms accurately when talking about events that have happened or are to happen in the future. They develop their own narratives and explanations by connecting ideas or events.

Physical development


Moving and handling: children show good control and co-ordination in large and small movements. They move confidently in a range of ways, safely negotiating space. They handle equipment and tools effectively, including pencils for writing.
Health and self-care: children know the importance for good health of physical exercise, and a healthy diet, and talk about ways to keep healthy and safe. They manage their own basic hygiene and personal needs successfully, including dressing and going to the toilet independently.

Personal, social and emotional development


Self-confidence and self-awareness: children are confident to try new activities, and say why they like some activities more than others. They are confident to speak in a familiar group, will talk about their ideas, and will choose the resources they need for their chosen activities. They say when they do or don’t need help.
Managing feelings and behaviour: children talk about how they and others show feelings, talk about their own and others’ behaviour, and its consequences, and know that some behaviour is unacceptable. They work as part of a group or class, and understand and follow the rules. They adjust their behaviour to different situations, and take changes of routine in their stride.
Making relationships: children play co-operatively, taking turns with others. They take account of one another’s ideas about how to organise their activity. They show sensitivity to others’ needs and feelings, and form positive relationships with adults and other children.

The specific areas


Literacy


Reading: children read and understand simple sentences. They use phonic knowledge to decode regular words and read them aloud accurately. They also read some common irregular words. They demonstrate understanding when talking with others about what they have read.
Writing: children use their phonic knowledge to write words in ways which match their spoken sounds. They also write some irregular common words. They write simple sentences which can be read by themselves and others. Some words are spelt correctly and others are phonetically plausible.

Mathematics


Numbers: children count reliably with numbers from 1 to 20, place them in order and say which number is one more or one less than a given number. Using quantities and objects, they add and subtract two single-digit numbers and count on or back to find the answer. They solve problems, including doubling, halving and sharing.
Shape, space and measures: children use everyday language to talk about size, weight, capacity, position, distance, time and money to compare quantities and objects and to solve problems. They recognise, create and describe patterns. They explore characteristics of everyday objects and shapes and use mathematical language to describe them.

Understanding the world


People and communities: children talk about past and present events in their own lives and in the lives of family members. They know that other children don’t always enjoy the same things, and are sensitive to this. They know about similarities and differences between themselves and others, and among families, communities and traditions.
The world: children know about similarities and differences in relation to places, objects, materials and living things. They talk about the features of their own immediate environment and how environments might vary from one another. They make observations of animals and plants and explain why some things occur, and talk about changes.
Technology: children recognise that a range of technology is used in places such as homes and schools. They select and use technology for particular purposes.

Expressive arts and design


Exploring and using media and materials: children sing songs, make music and dance, and experiment with ways of changing them. They safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.
Being imaginative: children use what they have learnt about media and materials in original ways, thinking about uses and purposes. They represent their own ideas, thoughts and feelings through design and technology, art, music, dance, role-play and stories.

Learning through play


Play helps young children to learn and develop through doing and talking, which research has shown to be the means by which young children learn to think.  Gan Kinneret uses the practice guidance Early Years Foundation Stage 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 will use the activity and, in others, an adult takes the lead in helping the children to take part in the activity. In all activities information from the practice guidance to the Early Years Foundation Stage has been used to decide what equipment to provide and how to provide it.

Assessment


We assess how young children are learning and developing by observing them frequently. We use information that we gain from observations, as well as from photographs or videos of the children, to document their progress and where this may be leading them. We believe that parents know their children best and we ask them to contribute to assessment by sharing information about what their children like to do at home and how they as parents are supporting development prior to starting the nursery and during their time with us.

We make periodic assessment summaries of children’s achievement based on our ongoing development records. These form part of children’s records of achievement. We undertake these assessment summaries at regular intervals as well as times of transition, such as when a child moves into a different group or when they go on to school.

Records of achievement


We keep a record of achievement for each child. Staff and parents working together on their children's records of achievement is one of the ways in which the key person and parents work in partnership. Your child's record of achievement helps us to celebrate together her/his achievements and to work together to provide what your child needs for her/his well-being and to make progress.

Your child's key person will work with you to keep this record. To do this you and she/he will collect information about your child's needs, activities, interests and achievements. This information will enable the key person to identify your child's stage of progress. You and the key person will then decide on how to help your child to move on to the next stage.

Progress check at age two


When a child is aged between two and three, the Gan Kinneret teachers review their progress, and provide parents and/or carers with a short written summary of their child’s development in the prime areas. This progress check will identify the child’s strengths, and any areas where the child’s progress is less than expected. If there are significant emerging concerns, or an identified special educational need or disability, we will develop a targeted plan to support the child’s future learning and development involving other professionals (for example, the provider’s Special Educational Needs Co-ordinator) as appropriate.

Practitioners will meet and discuss with parents and/or carers how the summary of development can be used to support learning at home. Practitioners will encourage parents and/or carers to share information from the progress check with other relevant professionals, including their health visitor, and/or a teacher (if a child moves to school-based provision at age three). Practitioners will agree with parents and/or carers when will be the most useful point to provide a summary. It should be provided in time to inform the Healthy Child Programme health and development review at age two whenever possible (when health visitors gather information on a child’s health and development, allowing them to identify any developmental delay and any particular support from which they think the child/family might benefit). Taking account of information from the progress check (which reflects ongoing, regular observation of children’s development) should help ensure that health visitors can identify children’s needs accurately and fully at the health review. We may ask for consent of parents and/or carers to share information directly with other relevant professionals, if they consider this would be helpful.

How parents take part in the setting


Gan Kinneret recognises parents as the first and most important educators of their children.  All of the staff see themselves as partners with parents in providing care and education for their child. There are many ways in which parents take part in making the setting a welcoming and stimulating place for children and parents, such as:

  • exchanging knowledge about their children's needs, activities, interests and progress with the staff;
  • helping at sessions of the setting;
  • sharing their own special interests with the children;
  • helping to provide, make and look after the equipment and materials used in the children's play activities;
  • being part of the management of the setting;
  • being part of the PTA
  • taking part in events and informal discussions about the activities and curriculum provided by the setting;
  • joining in community activities in which the setting takes part; and
  • building friendships with other parents in the setting.

Working together for your children


At Gan Kinneret we maintain the ratio of adults to children in the setting that is set through the Welfare Requirements. We also have volunteer parent helpers where possible to complement these ratios. 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 we provide; and
  • allow the children to explore and be adventurous in safety.

Key persons and your child


Gan Kinneret uses a key person approach. This means that each member of staff has a group of children for whom she/he is particularly responsible. Your child's key person will be the person who works with you to make sure that what we provide is right for your child's particular needs and interests. When your child first starts at the setting, she/he will help your child to settle and throughout your child's time at the setting, she/he will help your child to benefit from the setting's activities.

Learning opportunities for adults


As well as gaining qualifications in early years care and education, the setting staff take part in further training to help them to keep up-to-date with thinking about early years care and education.
The setting also keeps itself up-to-date with best practice in early years care and education, as a member of the Pre-school Learning Alliance, through the Under 5 magazine and publications produced by the Alliance.
From time to time the setting holds learning events for parents. These usually look at how adults can help children to learn and develop in their early years. Courses on similar topics are held locally by the Pre-school Learning Alliance; watch out for information about these.

The setting's timetable and routines


Gan Kinneret believes that care and education are equally important in the experience which we offer children. The routines and activities that make up the day in the setting are provided in ways that:

  • help each child to feel that she/he is a valued member of the setting;
  • ensure the safety of each child;
  • help children to gain from the social experience of being part of a group; and
  • provide children with opportunities to learn and help them to value learning.

The sessions

We are open for

38

weeks each year.

We are open for

5

days each week

The times we are open are

8.30am – 4.00pm

 

We provide care and education for young children between the ages of

1 and 5 years old

 

We organise our sessions so that the children can choose from, and work at, a range 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.
Outdoor activities contribute to children's health, their physical development and their knowledge of the world around them. The children have the opportunity, and are encouraged, to take part in outdoor child-chosen and adult-led activities, as well as those provided in the indoor classroom(s).

Partial Attendance


Please be aware, if your child does not attend every day they will inevitably miss events/activities planned on those days.

Lunch and Afternoon sessions


All extra sessions are available from Monday - Thursday at an additional cost and subject to available places. These can be booked termly to avoid disappointment, or weekly when needed.
Lunch sessions are until 1.00pm. Children are provided with a hot, vegetarian, kosher meal. The afternoon sessions end at 2.00pm, 3.00pm or 4.00pm, where children will have a range of activities within the EYFS.

Snacks and meals


The setting makes snacks and meals a social time at which children and adults eat together. We plan the menus for snacks and meals so that they provide the children with healthy and nutritious food. Do tell us about your child's dietary needs and we will make sure that these are met.

Policies


Copies of the setting's policies and procedures are enclosed in your starter pack, as well as on our website and available for you to see at the setting.

The setting's policies help us to make sure that the service provided by the setting is a high quality one and that being a member of the setting is an enjoyable and beneficial experience for each child and her/his parents.

The staff and parents of the setting work together to adopt the policies and they all have the opportunity to take part in the annual review of the policies. This review helps us to make sure that the policies are enabling the setting to provide a quality service for its members and the local community.

Safeguarding children


Gan Kinneret has a duty under the law to help safeguard children against suspected or actual ‘significant harm’.

Our employment practices ensure children against the likelihood of abuse in Gan Kinneret and we have a procedure for managing complaints or allegations against a member of staff.

Our way of working with children and their parents ensures we are aware of any problems that may emerge and can offer support, including referral to appropriate agencies when necessary, to help families in difficulty.

Special needs


As part of the setting's policy to make sure that its provision meets the needs of each individual child, we take account of any special needs a child may have. The setting works to the requirements of the 1993 Education Act and The Special Educational Needs Code of Practice (2001).

Our Special Educational Needs Co-ordinator is

Elaine Raphael

 

The management of Gan Kinneret

The setting is owned and governed by

 Dina Samson

The setting has a parent support group. This group is made up of parents and elected by the parents of the children who attend the setting. In Gan Kinneret we share with this group. Some of the tasks involved in managing the setting

Fees


The fees are payable termly in advance. Fees must still be paid if children are absent without notice for a short period of time. If your child has to be absent over a long period of time, talk to Amy Samson who is the committee chairperson or Elaine Raphael who is the manager.

For your child to keep her/his place at the setting, you must pay the fees. We are in receipt of nursery education funding for three and four year olds; where funding is not received, then fees apply.

 

Starting at Gan Kinneret

The first days


We want your child to feel happy and safe with us. To make sure that this is the case, the staff will work with you to decide on how to help your child to settle into the setting. The setting has a policy about helping children to settle into the setting:  a copy is enclosed your starter pack, or is available from Amy Samson.

Clothing


We have uniforms available to purchase from the nursery office. We encourage all parents to place their children in the nursery uniform on each day that they attend nursery. This makes it easier for us to see them in case of an emergency and good for you as they can keep their own clothes clean! It is also lovely for everyone in the setting, but especially the children, to feel part of the Gan Kinneret family.
We provide protective clothing for the children when they play with messy activities.
We encourage children to gain the skills that help them to be independent and look after themselves. These include taking themselves to the toilet and taking off, and putting on, outdoor clothes. Clothing that is easy for them to manage will help them to do this.
We hope that you and your child enjoy being members of Gan Kinneret and that you both find taking part in our activities interesting and stimulating. The staff are always ready and willing to talk with you about your ideas, views or questions.

Please bring a bag with the following:

  • A named bag
  • A change of clothes, including underwear & socks (suitable for the season)
  • Spare nappies (if needed)
  • A packet of wipes (half termly)
  • A box of tissues (termly)
  • A healthy snack every day (two if they are staying for lunch) – fruit or vegetables only please
  • Please make sure all items of clothing including coats, wellies, scarves and hats, are labelled clearly with your child’s name.

A Photo


Please send in a recent photo of your child for our class photo board.

Tzdakah


We encourage the children to put coins in our Tzdakah box which we collect and send to different charitable organisations. Children like to bring in tzadakah during Shabbat and when they dress up, for example on Tu B’shvat and Purim.

Toilet Training


During toilet training, for your child’s ease of mind, we would advise you to keep your child at home for a concentrated period of time during this transitional stage. School holidays are a good time to start. A member of staff will be happy to advise you on when to start and if your child is ready. It is advisable to familiarise your child with using a toilet. Please read our policies on Toilet Training and Nappy Changing.

Dummies and Comforters


Comforters should be named and left in your child’s bag for us to use if necessary.
Muslins and blankets can become a health and safety problem with children falling over them. They also get very dirty and chewed.

Please follow these guidelines:

  • Muslins & blankets should be reduced in size.
  • Try not to walk into school with them, as the children will object to you taking them away.
  • Keep them in your child’s bag from the beginning of your journey and try not to draw attention to them.
  • Discreetly inform the teachers that your child has a comforter in the bag
  • We will use them at our discretion.
  • We do not encourage toys from home as the children become distressed if they break or lose them except for the interest table
  • We will not allow any child to become too distressed before we call you.

Discipline


Parents must be aware that the staff at the Gan Kinneret will expect a standard of behaviour that is compatible with the ethos and social structure of the nursery. It is expected that parents will support our Achieving Positive Behaviour policy of the school. We are always happy to help with any problems.

Children’s Work


The children are encouraged to do things for themselves. The teachers will guide them in whatever activity they choose. Free expression is encouraged.

CHILDREN NEED ENCOURAGEMENT AND PRAISE - Whatever your child’s work may look like, it is special to them and is their masterpiece!

Changes


Please keep us informed of any changes such as moving house, new phone number, new nanny/au pair/childminder or new baby. This will help us account for any changes in your child’s behaviour and allow us to deal with them sensitively.

Please keep your emergency contact numbers up to date and inform us of any changes.

Policy on Birthday Celebrations


We are happy to celebrate your child’s birthday at the Gan Kinneret. Any cakes or food brought into the nursery must be nut free and packaged with a valid kashrut label.

We do not encourage sweets or lollipops.

We are unable to give out invitations for parties in order not to offend others when held on Shabbat or Chaggim (Yom tov), or those being held at a non kosher venue. We respectfully request that you take into consideration when organising parties, that there will be children who may be upset if they are unable to attend for the reasons above.

Removal of Children


A minimum of one term’s notice in writing musty be given before removing a child, or one full term’s fees paid in lieu thereof.

Policies


All our policies are available to read on request. They are kept on the table at the front on the nursery. Please take the time to read them.

Notice Board


Gan Kinneret has a dedicated notice board where you will see all about our staff, our nursery aims, the Shabbat list, OSFTED details and lots more. On the table in front of the notice board, you will find our suggestions box (as your views and ideas are vital to us), a complaints folder, our policy file, and our collection signing sheet (please let us know if anyone other than yourself is collecting your child from the nursery). If you are not sure when you drop off, please call through to let us know. Do not rely on another parent to tell us.

Please refer to our Non-Collection of a child policy

Security Guard


The parents of Gan Kinneret employ a security guard for the safety of the children and staff. Please be guided by him. The shul is monitored by CCTV.

Visitors are by appointment only and must sign in and out.

Car Park


The car park is open to the nursery staff and parents, as well as those people using the synagogue. Please park respectfully, within the allocated spaces and not on the yellow zigzags as they need to remain clear for emergency vehicles.

Entrance


Entrance to the nursery is down the stairs to the right of the main synagogue car park. The door is at the bottom of the stairs. There is also wheel chair/push chair access from Broadhurst Avenue, down the alley way.

We aim to work in partnership with parents/carers and are here to support you and your children.

If you have any concerns or queries regarding your child or the nursery, please do not hesitate to speak to the managers in complete confidence.

Thank you for your co-operation

We hope you and your children have a fantastic time with us at Gan Kinneret.

 

Our Aims

At Gan Kinneret we encourage all children, of all abilities, to become independent, confident and well rounded children.

We teach our children to learn through play and communication, basing our daily plans and activities on the Early Years Foundation Stage.

We teach by example, showing the children how to behave respectfully and to form good relationships with others.

We develop their skills and interests through teacher led activities, and we develop their independence through a range of free play resources.

We develop their knowledge of secular topics, as well as religious education.

At the end of each year at Gan Kinneret, the children produce a show for all the parents, showing them how much they have grown in confidence and how much they have learnt during their time with us.