Independent preparatory schools do not have to follow the National Curriculum
or submit test results to the Department for Education so there is no individual
school performance data or star rating.
Visit the school's website to learn more about their unique curriculum,
policies on testing and common leaver
destinations (a good indicator of pupil progress).
See our About page for information on
Choosing A Prep School.
Leaders provide a caring and vibrant learning environment. They want children to achieve highly so they have designed an ambitious curriculum. They also set clear boundaries for behaviour. Children are beginning to self-regulate their own behaviour because adults are strong role models. Adults log any negative behaviour or bullying, but this rarely happens. Children have positive attitudes to their learning. In classrooms and outdoors, inspectors saw children absorbed in the exciting activities on offer. The outdoor learning environment is a hive of excitement. Children perform as an orchestra with their pots, pans and wooden spoons. They experiment by rolling balls down plastic ramps. They change the angles of the ramps to control the speed of the balls. Leaders ensure that children of different ages have allocated time in each outdoor area. Children access enrichment experiences. They draw, write and talk about their visits to farms, parks, shops and a wetland centre. Children do follow-up learning back at school. They make their own role-play shops and learn the names of adult and baby animals. All parents and carers who gave their views hold the school in high regard. Views were overwhelmingly positive. One spoke for many, stating: ‘My daughter has thrived in every area, emotionally, academically and socially.’ What does the school do well and what does it need to do better? Leaders adapted their curriculum in September, in line with the changes to the national early years framework. Staff accessed relevant training. Many aspects of the updated framework have been implemented well, such as mathematics and physical development. Some aspects of ‘understanding the world’ are in place, such as learning about past and present. However, learning about different religions and cultural communities is not planned for specifically within the long-term curriculum overview. Instead, teachers are spontaneous about how they teach this. They do not set clear end points to assess what children know and remember about this part of the curriculum. In most areas of the curriculum, leaders set clear end points for children to reach by the time they leave playgroup, Nursery and Reception. Teachers are clear on how to check what children know and can do. Staff use this information to adapt their teaching and learning activities. This helps children to revisit learning where there are gaps in their knowledge. By the end of Reception, most children are ready to access learning in key stage 1. Teachers provide activities relevant to real life, to develop children’s mathematical skills. Children in playgroup practise counting backwards from five when singing a song about ducks swimming away one by one. In the Nursery, children measure and Inspection report: Gateshead Jewish Nursery School 24 to 26 May 2022 2 put prices on shoes to sell in the shop. In Reception, children solve real-life number problems. Children use mathematical vocabulary such as ‘same, more than and less than’ with confidence. Children apply the knowledge they learn in reading, writing and mathematics across other activities. Children wrote shopping lists in the role play area or told a story to a doll. As post office workers, children matched the different numbers of dots on envelopes to the correct numerals on the large pictures of houses. Staff encourage children to be aspirational. In their role play settings, they pretend to be doctors, post persons, construction workers and florists. Outdoor physical activities enable children to develop their large-muscle skills. They ride scooters and tricycles and balance on wooden benches. Indoors, children cut with scissors and use paint brushes and pencils to develop their small-muscle control. Children practise these skills regularly so that they are able to cut and paint without any direction from adults. Children with special educational needs and/or disabilities (SEND) are supported well in the classroom. Children receive therapy from a range of professionals. Staff are trained by the therapists to deliver regular specific programmes. The special educational needs coordinator (SENCo) reviews and adapts children’s support plans regularly. Children with SEND achieve well. Children access a language-rich environment. Adults encourage children to listen, express their ideas and hold conversations. Leaders promote reading for pleasure. Children learn new vocabulary through stories, rhymes and songs. This provides a firm foundation for children in Reception to begin learning phonics. Leaders are in the early stages of implementing a new phonics programme. Staff have attended relevant training to deliver this. Leaders are prioritising embedding this programme. Children’s reading books match the letters and sounds that they know. This means that they are able to read with confidence. Children learn how to manage their emotions, make relationships with others and keep themselves healthy. Leaders encourage children to be kind to others. Staff teach children to develop their independence. Children as young as two years old wash and dry their hands and hang up their aprons. Leaders ensure that the youngest children in playgroup have activities and resources appropriate to their age. There is a comfortable place to rest if they are tired. Leaders promote fundamental British values. Children understand democracy by voting for which book to read at story time. They learn about different types of families, different relationships, treating people fairly, the rule of law and mutual respect. However, different faiths and cultures are covered sporadically. Leaders have not set out exactly what children need to learn about this across the school. The proprietor ensures that all independent school standards are met. He also ensures that the school complies with the Equality Act 2010 and health and safety Inspection report: Gateshead Jewish Nursery School 24 to 26 May 2022 3 legislation. Although the school does not have a website, leaders ensure that all necessary information and policies are available to parents upon request. Governors know the improvement priorities of the school well. They check how well the curriculum, including phonics, is being implemented. Governors have high expectations and aspirations for the children. Staff say that leaders ensure workload is manageable. This is helped by leaders supporting staff with planning on a weekly basis. All staff say that they feel valued and they enjoy working at this school.
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Gateshead Jewish Nursery School Catchment Area Map
This school is independently managed and its admission criteria may be selective. There is no set catchment area as pupils are admitted from a wide variety of postcodes and, in the case of boarding schools, from outside the UK. Contact the school directly or visit their website for more information on Admissions Policy and Procedures.
2015 GCSE RESULTSImportant information for parents
Due to number of reforms to GSCE reporting introduced by the government in 2014, such as the exclusion of iGCSE examination results, the official school performance data may not accurately report a school’s full results. For more information, please see About and refer to the section, ‘Why does a school show 0% on its GSCE data dial? In many affected cases, the Average Point Score will also display LOW SCORE as points for iGCSEs and resits are not included.
Schools can upload their full GCSE results by registering for a School Noticeboard. All school results data will be verified.
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