Education Supplement 1003 by Jewish News

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18 MAY 2017

Supplement

How do you raise a 21st century citizen? Edited by Brigit Grant

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Jewish News 18 May 2017

Education / 21st century

The

TOMORROW PEOPLE

Educating children has always been a crucial role in society, but the speed of technological change makes it even more challenging. Brigit Grant asked three headteachers how they prepare students for the future Patrick Moriarty, JCoSS “Well, it’s not easy,” replies Patrick Moriarty, the head of JCoSS. How to raise a 21st century citizen is a question that resonates with all headteachers as they navigate the digital age, but, for Moriarty, it feels particularly apposite. In two months, he will say farewell to the first full-size group of Year 13 students to have been educated at the school since it opened in 2010. “These were our babies,” he says fondly of the group whose rite of passage from the age of 11 to 18 will forever be part of JCoSS history. What better time then to reflect on the way the school nurtures and shapes its pupils for the next stage of their lives. “The buzzword in all schools is resilience, but our culture does not do resilience,” says Moriarty. “For the past 20 to 30 years, consumer culture is all about getting what you want instantly. If you can’t afford something, put it on a credit card. Want a tune? Download it in seconds. This expectation of immediate gratification has seeped into the way we think about everything, so we are no longer used to having to be patient or resilient.” But how do schools make pupils resilient? “There is no silver bullet,” notes Moriarty who, like all concerned teachers, believes one starting point is to digitally educate children about the way social media works, and how it impacts on young people and harms their resilience. “We need to educate parents, too, in an age when we are digital immigrants and our children are digital natives.” While JCoSS can only advise parents when it comes to e-safety at home, there are firm rules

about not using gadgets in school. “And we refuse to bow in the face of pressure from students or parents about this,” he adds, knowing only too well that the days when ‘what happened at school, stayed at school’ are long gone. “We see a lot of perfectly delightful children getting into a tussle online and saying really unpleasant things, which they would never say in person but can’t retract. In more extreme

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WE ARE DIGITAL IMMIGRANTS AND OUR CHILDREN ARE DIGITAL NATIVES cases of online behaviour, potentially leading to a criminal offence, we bring in the police. It doesn’t happen often, but it’s a salutary warning underlining the need for yet more digital education.” But virtual bad behaviour is just one of many new challenges teachers face equipping 21st century citizens. Take further education. “Years ago people went to a relatively good university with modest grades, but not any more,” says Moriarty. “Now it’s often about needing A*s, and the reason more students get them is because exam boards have got better at

telling us what is required to get those grades. That’s not to say exams are easier, but the syllabus is more detailed and transparent, so there is less mystery surrounding the process by which an A is obtained.” Better educated, but more narrowly so, is how Moriarty describes it, which is why he urges engaged students and teachers to roam beyond the syllabus simply for the joy and breadth of it. “But to do this you have to be braver, which takes me back to the point about resilience. This structured system turns us into people who just want to know how to get the A* and that saps courage. When you are simply chucked in at the deep end, there is more need for emotional and intellectual courage.” So JCoSS encourages pupils to assess carefully and then take appropriate risks to help them evolve with strength. “All parents feel the world is a much scarier place because we get so much information about all the bad things that happen. Understandably, we are insecure and have become risk averse. But we want our students to have a go and, if they fail in the process, to talk about where it went wrong.” With all possible career guidance available and the support of an entire community, Moriarty believes the school’s motto – ‘achieve, enrich and inspire’ – is within reach of every Year 13 student leaving the nest. “A combination of values, passion, intelligence and social justice is what this school is built on and what I know they will take with them.”

Patrick Moriarty, JCoSS headteacher

18 May 2017 Jewish News

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21st century citzen / Education Rachel Fink, Hasmonean

With its Orthodox ethos and commitment to the Torah, some might assume students at Hasmonean High School are one step removed from the perils of the digital age. “The influences are just the same,” insists Rachel Fink, headteacher of the girls’ campus. “But being in a religious structure can be very helpful because it offers moral lessons to help pupils make the right choices. “We talk about, for example, the beauty of being able to detach yourself from your phone on Shabbat because you are forbidden from using it. That can be much harder to implement if you aren’t Orthodox. Halachic Shabbat observance creates a space for regular family time. Hashem, in his divine wisdom clearly recognised the need for people to have real breaks in the 21st century.” But having a religious framework does not change the fact that her students are dealing with the same issues as every other young person and Fink is mindful of this. “People today communicate more quickly and easily, which generates its own problems. Young people’s social networks are much bigger and everybody knows everybody, which creates other challenges.”

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HAVING A RELIGIOUS FRAMEWORK DOES NOT CHANGE THE FACT STUDENTS ARE DEALING WITH THE SAME ISSUES

Phones must not be visible or audible at Hasmonean and there is an escalation policy if that rule is broken, but Fink accepts that a total ban would not be appropriate. “Understandably, a number of parents want their child to have a phone. We need to make them aware of the virtual world their child is inhabiting and give parents and children the tools to enable them to operate within it safely.” Her recommended reading for parents is Bex Lewis’ Raising Children in the Digital Age. “Shaping a 21st century citizen means teaching children that what they are given is a privilege not an entitlement, including phones,” she says. Fink also identifies peer pressure as a potentially 24/7 ordeal. “The need to lead a perfect life is relentless when there is an online audience. We want our students to be confident in their own skin and so we advise cut-off times for use of gadgets at home and advise parents to know their child’s passwords.” Exam results bring another kind of pressure, and Fink knows striving to achieve is a real challenge for teenagers. “In many schools there is a tendency to define young people by their relative success in examinations. At Hasmonean, we look at the whole child and view academic ability as one aspect of their character.” The school’s academic courses, BTEC and vocational courses as well as enrichment programmes help all students to identify their talents. “We are not an exam factory: we want children to have interests and passions outside of the academic syllabus.” “One of our roles is to prepare students (and their parents) for the fact that they may have many different jobs in their lifetime and will need to be prepared for this eventuality.” “Personality and employability matter,” says Fink. “I remember reading that Lord Robert Winston only employed people who got a 2:1 degree because they had fun at university and would therefore have good interpersonal skills. It’s quirky, but I understood. “Academic success will take you so far; social skills and curiosity about life also need to be developed and encouraged. “The challenge in the 21st century is to bring out all the skills and talents of children and to imbue them with the confidence to make the right decisions,” she concludes.

Hannah Nemko, Dame Alice Owen’s

gives her personal perspective

“Kit, I need ‘ya” whispered Michael Knight into his watch to summon his car to rescue him from imminent danger. Those of you from a similar generation to me may remember Knight Rider and Michael’s magic watch, which always seemed to have the answers he needed. It was a ridiculous idea that the talking car could understand Michael’s voice command and act accordingly, driving itself to his aid. It seems somewhat less ridiculous now though, doesn’t it? Today we tap and chat to our watches; Alexa sorts out our trivia, shopping and research needs; we really can make calls from our car by shouting instructions at a device and connect by video to speak to anyone in the world. Technology has

moved fast and it continues to race ahead of us, so how do we ready our children for a world, and employment, which has not even been invented yet? At Dame Alice Owen’s, we are very aware of the need to prepare students for future life. The advancement of technology, which claims to be there to help us, often seems to be at the heart of much of our stress, so we have to teach our students how to ensure they use it carefully, safely and usefully. Children are inherently trusting; they believe the printed word, be that online or on the page. This is nothing new; we have all been taken in by propaganda, wild advertising claims and inaccurate gossip in the news at some point, but with the internet and social media has come the extreme phenomena of “fake news”. At Dame Alice Owen’s, we teach our young people to be intellectually curious and interested in what is going on around them. We believe they must be encouraged to question what they hear and not to blindly accept what they read online or elsewhere. We look at social media as a means, not just of exchanging tittle tattle and, sometimes hurtful gossip (the teenage version of fake news), but to have a better understanding of the arguments of those with whom you disagree. Learning to debate respectfully and from an informed perspective is high on our list of priorities. Of course, technology is not all bad. Most of the time, it has revolutionised our lives and at Dame Alice Owen’s we appreciate and embrace all the good things this affords us. We have become a ‘bring your own device’ school, which means students are encouraged to bring

a tablet or laptop to help them with their research, studies and organisation. For years, schools have been getting annoyed with pupils who forgot deadlines, detention appointments and the like, while in recent times, these students have had a phone in their pocket that could have been helping them with reminders. As adults, we rely on these devices to manage our lives, so why not teach our students how to use their technology to facilitate their organisation too? Students are able to enjoy more interactive lessons through tablets, with teachers gaining a clear understanding of what each child does or does not understand from a topic through careful choice of apps exploited in class. Students no longer have to carry around countless heavy dictionaries and table booklets and, increasingly, text books are coming online too. We teach students to ignore the distractions a tablet or computer could have and appreciate it as a work device, a useful tool, a selforganiser.

Being a 21st century citizen is not all about technology, however. More than ever before, competition in life is getting fiercer. Exams are certainly more difficult, pressure is greater, even for our youngest children, but luckily we are finally becoming happier to speak about the mental health issues facing so many of us in society. That is why we place so much importance on helping our students cope with the ups and downs, the pressures and the releases life throws at them. We spend a great amount of time nurturing resilience within our students and encouraging a growth mindset and a positive approach towards emotional well-being. We cannot predict what is coming next nor what the world will look like in the next 20 years, but we must think carefully about how we help our young people to cope with change, with success and failure, and how we equip them with the skills to be adaptable, technologically literate and ready for anything.

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WE SPEND A GREAT AMOUNT OF TIME NURTURING RESILIENCE WITHIN OUR STUDENTS AND ENCOURAGING A GROWTH MINDSET

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Jewish News 18 May 2017

Education / Thanks for the memories Year 7 – September 2010

THE

After 10 years in the planning, JCoSS opened its doors to its first cohort of students on 7 September 2010. The pupils who began their secondary education on that auspicious date leave the school today – 18 May 2017. Here, pupils reminisce about their time at JCoSS as they say goodbye...

FIRST FAREWELL IT’S TRULY AMAZING to have been the pioneers of JCoSS, having seen it develop into what it is today – a close-knit community of hardworking students and dedicated teachers. I have made lifelong friends and memories I will always hold dear. Jemma Oberman

BEING THE FIRST GROUP has meant we’ve been able to see the school evolve into what it is today. It has only improved (even if the buses have become much busier!) as it has grown. We’ve been provided with the most amazing opportunities and experiences, including countless chances to get involved in the wider community and volunteering. I’ll be leaving JCoSS with a great education and lifelong friends. Harley Benson

BEING THE FIRST YEAR AT JCOSS, I feel we have grown with the school and formed an extra special bond that I hope will continue in years to come. We’ve had the privilege of forming a close bond with the teachers and having the utmost attention from them, all which has aided us in the successes we are achieving today. I’ve made friendships I cherish and even though I’m now embarking on the next part of my adventure at university, I still feel as connected as ever to this school. Ella Levene

IT ALL STARTED WITH ONE EMAIL in March 2010, which changed our lives. Our parents were delighted and we were excited. JCoSS was a new beginning for the both of us, and being part of the first 150 intake has allowed us to see the school develop and grow. Sitting here in the lunch hall, watching the busy and diverse life JCoSS has become, is a joy to witness. In the early days, the school was almost empty and the lunch queue short, but there was a bright and bubbly atmosphere from day one that has been transmitted in everything we do. Ruby Rose and Jack Murphy

Year 13 – May 2017

I AM PROUD AND PRIVILEGED to have been part of the first ever JCoSS cohort. I will have a lasting memory of being one of only 150 students in the school in Year 7, rattling around a huge building and having so much fun in it. Yoni Coriat

“DURING MY SEVEN YEARS AT JCOSS, I received a top-class education which was thoroughly enjoyable throughout. JCoSS not only prepared me for university study, but also life in the world. Whether it was as part of the football team, a member of student parliament or just the everyday connection with teachers, JCoSS has really made me feel welcome and part of an amazing community.”

MY TIME AT JCoSS has been a wonderful experience and a huge part of my life. The great teachers and facilities made it a memorable journey for me, along with all the friends I’ve made. It has been so interesting to see the school change over time and I feel I’ve been a huge part of it.

Jack Brown

Murray Cohen

18 May 2017 Jewish News

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Jewish News 18 May 2017

Education / The early years

Take Good Care

OF MY BABY Searching for somewhere suitable to send your little ones? Debbie Collins has done the legwork for you

THE POPULARITY OF PRE-SCHOOL NURSERIES is growing, not just for parents returning to work after a period of maternity/ paternity leave, but also for those simply looking for an engaging and nurturing environment for their toddlers. Pre-nurseries, such as Jewish nursery school Little Bicks, are a great way for toddlers to mix with like-minded baby friends or simply as an introduction to starting school at four. What began in 2009 as a solo nursery in Borehamwood, has now expanded to two other sites (Mill Hill and Stanmore) catering for happy little ones Monday to Friday from 8am until 6pm. All three sites are based in shuls, offer a kosher breakfast, lunch and dinner, making it ideal for parents doing a full day’s work. In addition, all sites are handily next to train stations. Places are allocated to synagogue members by priority, but anyone can apply for remaining spaces. Little ones can start as young

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as 18 months and Little Bicks offers a ‘rising four’ group that allows children to stay within the nursery environment until they start Reception. Each nursery site has enticing outside space and is run by fully-trained staff who take the children out on trips, albeit extremely local, maybe even just one stop on the train to another nursery site. For a little child, that’s a very big journey. Themed activities are regularly scheduled, such as Israeli dancing, Spanish lessons, and visits from local care home residents. Another shul-based nursery is the longestablished Nagila Pre-School at Edgware District and Reform Synagogue (EDRS). With a staff-to-child ratio well above Government recommendation, it’s no wonder it has stood the test of time for more than 40 years. One does not have to be a member of EDRS to attend and the nursery caters for more than 30 children aged between two and four, from 8am until 3pm Monday to Thursday, 9am until 12pm on Fridays, term-time only. (There is a three-week play scheme during summer months). Its large outdoor play area is key to the children’s fun: water activities, construction, and a natural area for budding Attenboroughs. Many team members have been working together for more than eight years and Nagila truly believes this is what creates such a wonderful nurturing environment for children – and their families – who return year on year. From the long-established nurseries to those just starting out or expanding, there is always room and demand for more, fulfilling the needs of local families. The House That Jack Built is the latest nursery to open a Watford branch, having previously been housed in a different building for 25 years. The quaintly-named nursery is subtly split into three rooms to accommodate the differing age groups and ensure all activities stimulate and engage the right target audience. ‘The Little Dreamers’ room is for

babies from six months to two years and features the latest sensory equipment. This includes a bubble wall, a black and white sensory area and a soft play. There is also a dedicated garden with soft safety matting, a playhouse, and slides. ‘The little Makers’ is for toddlers aged two to three, and concentrates on small world play, teaching children about the world around them. ‘The Little Story Tellers’ is for pre-school children aged three to five years and follows the structure of the Early Years Foundation Stage (EYFS). The EYFS sets standards for the learning, development and care of a child from birth to the age of five. This area features a new interactive smart board on which they can play educational games or draw a picture. The decision between being dragged kicking and screaming to do the weekly shop, or having fun and playing games with like-minded friends? The answer is child’s play.  For more information, email: Little Bicks: info@littlebicks.co.uk Nagila: info@nagila.org.uk The House That Jack Built: Nursery@bre.co.uk

18 May 2017 Jewish News

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Teacher recruitment / Education

TEACHER SEARCH Finding suitable educators for Jewish schools is a new challenge for one organisation, reports Louisa Walters

FINDING THE RIGHT SCHOOL for your child is a challenge all parents have to face. Finding the right teachers for those institutions is a challenge the schools have to face, and when it’s a Jewish school, that challenge is even greater. Teachers need to have in-depth knowledge of the religion, and understanding pertaining to the level of orthodoxy and the needs

Rabbi David Meyer

of the children. With offices all over the country, The Education Network prides itself on placing the right teachers in the right schools. Since January, it has strived to fulfil requirements in Jewish schools and has already successfully placed staff at Rimon Primary School, Hasmonean Primary School, Menorah Foundation and Menorah Grammar. “Jewish schools represent a new market for us, so it has been a real learning curve,” says Maxine Duffett, operations director at The Education Network. “It’s so important that we get to know and understand the requirements of the schools and the pupils so we can place the right people in the right roles. We are actively learning about the religion by reading Jewish publications, asking

lots of questions when we visit Jewish schools and speaking with Jewish candidates.” The Education Network is now putting together a handbook for candidates to ensure they have a good understanding of a school’s ethos. In February the organisation was invited to attend the Jewish School Awards held by Partnerships for Jewish Schools (PaJes) at JW3. Parents, students and colleagues submitted more than 350 nominations for 130 primary and secondary school teachers in four categories. “This was an inspiring and fascinating event,” says Maxine. “What struck us the most was how passionate the teachers were about education and getting it right. “There are high expectations for

Jewish pupils and we must make sure the teachers we place will work towards those goals. “By visiting schools and understanding what each one requires, we can match on personality and attitude as well as skill. This is how we successfully place teachers – we listen to both candidates and clients. Through a stringent recruitment process, we also make sure that every teacher is recruited to safer recruitment standards.” Maxine says the feedback from teachers working at Jewish schools is no different to working at a nonJewish school, although the expectations of the students is higher. She also points out that the behaviour in most schools is good.

“We strive to develop an open and honest relationship with the schools. We have to work together to ensure we get the very best for the young people,” says Maxine. “The Education Network is a professional and effective organisation working in an area of critical need for schools,” says Rabbi David Meyer, executive director of PaJeS. “Through its association with PaJeS and the Jewish Schools Network, it is able to offer schools an exceptional discounted rate through PaJeS’ procurement arm, which makes its services even more desirable for schools.”

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Jewish News 18 May 2017

Education / Perfect finish

Crossing the FINNISH LINE Naomi Frankel discovers the secret to Ofsted success at Wolfson Hillel

A LARGE BANNER ANNOUNCING “we are outstanding” greets the visitor to Wolfson Hillel Primary School in Southgate. The evident pride in their achievement is clear to see; and no wonder, as an outstanding Ofsted result is the dream of every school. Last year, headteacher Kirsten Jowett took part in a conference in Helsinki to learn the secret of their educational success. A visit to Wolfson Hillel revealed the groundbreaking changes implemented since her return from the Finnish capital. “There were many elements of the Finnish system already in place,” says Jowett. “Our Hillel curriculum is designed to create independent resilient learners who have a ‘can do’ attitude and who understand how they learn. “However, the three main areas I picked up

on that needed change were school timings, staffing structures and lunch provision.” A school governor said: “These changes were implemented with the overwhelming support of governors, teachers and parents, who have their utmost confidence in her.” The school day at Wolfson Hillel now begins at 8.20am and finishes at 2.30pm. This is based on Jowett’s UK research, which shows that children of primary age absorb learning more effectively earlier in the day. “It’s a win-win situation,” enthuses a parent. “I avoid the heavier traffic in the mornings and my child loves the early finish and the afterschool enrichment programme.” This optional programme, which includes a wide range of activities, such as art, music and computing, has proved so popular that it is

Nagila Pre-School

Term-time early years education for children aged 2yrs-5yrs Rated as an ‘Outstanding’ setting by Ofsted for the 2nd time, we offer a safe, secure and stimulating setting in which pre-school children are free to develop to their full potential in a friendly and nurturing Jewish environment. We operate an adult/child ratio above Ofsted recommendations. Our nursery is purpose built with its own secure outdoor play area, which is used daily and gives the children space to move and learn. Morning Session 9.00 – 12.00 (Monday – Friday) Lunch Session 12.00 – 1.00 (Monday – Thursday) Extended Afternoon 1.00 – 3.00 (Monday – Thursday) Breakfast Club available Monday—Thursday

For more information or to arrange a visit, please contact us on 020 8238 1022 or info@nagila.org.uk or visit www.nagila.org.uk Edgware & District Reform Synagogue 118 Stonegrove, Edgware. Middlesex HA8 8AB Telephone: 020 8238 1022

attended by the vast majority of the children. The earlier finish also means teachers have from 2.30pm until 4pm to focus on their paperwork, marking and preparation. “It is no secret that teachers are leaving the profession in droves, particularly after their first three years,” Jowett explains. “We wanted to change the poor work-life balance faced by our teachers and were determined to retain the high quality people we had.” Year 5 teacher and maths co-ordinator Leor Harel agrees. “Having my weekends free is especially welcome now my wife has just had a new baby,” he says. He also mentioned that the restructuring of the staffing system, with an increase in ratio of one teacher to 20 pupils for reading, writing and arithmetic has had a positive effect on both teachers and children. “This has allowed us to work closer as a team of three without the need for general support staff. We also understand the children’s needs better, so they are focused and happier.” This happiness is obvious in both the lunch hall and playground. A table of lively Year 6 pupils chatter as the server of the week doles out turkey and potatoes. The family style lunches, during which children sit around a table in groups are a hit. “It’s more fun this way,” quips Sophia. “I like how we don’t have to queue up and the food’s really nice,” adds Ruby. An added bonus has been that with four lunch sittings, there are now only 120 children in the playground at any time. “We have more room to play than we used to,” say a group of boys. A full Ofsted report noted “highly effective teaching provides work that extends all groups”. Inspectors also mentioned that “pupils move around the school calmly and work with concentration and engagement. They demonstrate a high level of self-discipline and maturity.” Indeed, it is clear that living up to the school motto – Inspire, Believe, Persevere, Achieve – is what has made Wolfson Hillel outstanding.

An 8.20am start

Headteacher Kirsten Jowett

More room in the playground

18 May 2017 Jewish News

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Cultural unity / Education

An Open Understanding “Every week meeting new rolemodels our inspiration …and I say this with much sincerity and exclamation We weaved our way through oceans of emotions Which helped us come up with new notions Roses are red Sapphires are blue, An experience I will never forget. So glad I met you.”

The impact of an eightweek developmental programme at JW3 is affectionately summed up in the poem (left) by students Ruby and Sarah. It is one of many spoken word compositions jointly created by Year 10 pupils from Hasmonean Girls’ School, Islamia Girls’ Secondary in Queens Park and UCL Academy in Swiss Cottage, who came together to celebrate their involvement in the Open Door Project. The idea of bringing together young women from different cultures was initiated by Hasmonean’s former assistant headteacher Joy Thomson and brought to fruition by JW3 youth programmer Anna Braybrooke. “They quickly discovered they had more in common than expected,” said Anna, who introduced community, leadership and social impact as themes for the young Jewish, Muslim and Christian women to examine. “We discovered a lot about what brought the participants together and found the anxieties about body image and school pressure are

problems that teenagers from all sorts of backgrounds face.” Conversation flowed as the girls learnt weaving and made challah and samosas together in a cookery workshop with chef Fabienne Viner-Luzzato. As she watched the film documenting the programme, Hasmonean headteacher Rachel Fink was visibly moved and made no secret of it when she joined Kalthoum Khalladi, deputy

Sarah and Ruby read their Roses are red poem (left)

For more information on the Open Door Project, email anna@jw3.org.uk

Working in partnership with the Jewish community to provide exceptional education staff to schools! At The Education Network we are committed to working collaboratively with Jewish schools and educational organisations to provide cost-effective, unique staffing solutions and an unbeatable service unlike any of our competitors. We understand the ever-changing demands of the sector which is why we can help you find the teachers and support staff you need for all disciplines, whether that be on a supply, long-term or permanent basis... Including (but not limited to): • • • • • • •

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headteacher of Islamia, who also gave an emotional speech. “It wasn’t easy to persuade others at our school to allow the pupils to be involved,” said Khalladi, whose determination to break down barriers has seen Islamia partner with Hasmonean for Holocaust Remembrance Day and Human Rights Day. At JW3, Braybrooke had to field calls from concerned parents on all sides, but eventually her dream of young women crossing paths with a peer group they would otherwise never have met became a reality. Better still with the help of Thembe Mvula, a South African-born spoken word artist, it became poetry and “an experience I will never forget”, according to Ruby and Sarah.

@EduNetwork

E10

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Jewish News 18 May 2017

Education / Better understanding

ON CLOSER EXAMINATION If there are gaps in your child’s learning, it’s never too late for home tuition, says Debbie Collins

Along with hay fever, exam season is in full effect and hopefully all that hard work will have paid off for the current swarm of GCSE and A-level students. However, with increasing distraction from social media and the ever-present ‘ping’ of WhatsApp groups, how can we help get our younger kids into exam mode? If you’re yet to make a decision about where to send your child, a strong starting point is to discuss options for the best ‘fit’ school with their teacher or head. Whether you opt for private, state, independent and so on, some big choices will need to be made, as each institution will likely have different entry requirements. These choices might be heavily based on the prospective school’s results, their facilities or simply where you feel your child will be at their happiest. All are valid considerations. Should there be any ‘gaps’ in your child’s learning, this is where an after-school tutor

can be invaluable, to help reinforce and build confidence on top of specific subjects. A realistic tutor will remind us that there is no ‘magical tutor’ who will guarantee entry to your school of choice or 10 A*s, but they can certainly help to fine-tune a pupil to ensure they are prepared for exams in the best way. Aside from content help, a great tutor can help with understanding of an exam paper’s mark system, interview technique, revision tips and time management skills. Monotonous as it seems, practise really does make perfect and past papers are still an excellent way to ensure your child isn’t faced with something unfamiliar on the day. That said, entrance exams are everchanging and a tutor worth their weight in gold should be up to speed on any entry system changes. Some entrance exams are now fully computer-based which, if your child was not prepped correctly, could add to their existing nerves on the day and affect their performance. While excellent results are still a key consideration in offering places, many schools are now looking for pupils who stand out during the interview process or simply from answering a question in a way never seen before. As an alternative to a weekly tutor, there are some brilliant summer schools available to bring a child’s skill set up to speed. Little Big Leaders is a summer tutor school with sites in Edgware, Rickmansworth and Watford, where tutors help with entrance exam prep for three to 11-year-olds and fill in any gaps in studies. Over July and August, they organise a three-week programme of enjoyable study groups covering all areas of reading, maths, verbal and non-verbal reasoning. Sessions run from 9am to 1pm with the 11+ course running until 3.15pm. Specialised tutors work closely with parents to ensure they are kept updated on progress and children return each year for this intense summer (brain) workout, with some pupils flying in from Singapore, Nigeria and Dubai. By the time children return to school, they are able to confidently transfer their newfound knowledge to their lessons and learning. Little Big Leaders is currently offering a five percent discount for all new customers booking a course in phonics and writing or maths and English.  For more information, call: 020 3637 6266 or email info@little bigleaders.com

While there is no right or wrong answer, there are definitely a few solid ‘ABCs’ that form the basis of good exam practice: A – Alarm Clock The wee hours might seem ideal for studying, but a good night’s sleep is key to refreshing the brain. A minimum of eight hours sleep before an exam is ideal. B – Breakfast It will make your mother happy to know you have a good meal inside you to start the day. Research shows a simple bowl of cereal helps boost memory and concentration. C – Calmness Put away addictive gadgets and set to ‘silent mode’ or switch them off altogether. Whether you work with gentle background music or in total silence is an individual choice, but also consider where you study. If you are surrounded by noisy siblings, go to the library. D – Dedicated Timetable Planning is key, and the earlier you start your exam prep, the better chance you have of success. Set out a clear timetable for the week, remembering to schedule in breaks. E - Exercise Get up, get out, breathe some fresh air and stretch those limbs. It helps to go back into studying feeling refreshed and ready for the afternoon session. F – Family Involvement Try not to shut everyone out when you finish studying for the day. Interact, regale your family with key facts you have learned and perhaps ask them to test you to see whether you have retained the information.

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18 May 2017 Jewish News

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Jewish News 18 May 2017

Little Bicks Nurseries offer a fun and caring Jewish environment providing outstanding education for children aged 18 months to Primary School Entry. Opening hours 8am - 6pm. Hot kosher meals included in our fees. 2, 3 and 4 year old funding available, including 30 hours Contact us to book a tour today.

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18 May 2017 Jewish News

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Number knowledge / Education

A new way to do

NUMBERS A teaching method that has revolutionised maths teaching in America is now available in Radlett, discovers Brigit Grant Schools shoulder the lion’s share of our children’s education, but they can’t do it all. Teaching up to 30 children every day and allowing each of them to reach their full potential is the aim but, as pupils have varying abilities, only so much can be achieved. Some parents are equipped to coach their children, but ever-changing curriculums mean they are not always familiar with the methods, particularly with maths, which is why Eva Schweitzer has brought Mathnasium to the UK. Based on Watling Street in Radlett, Mathnasium is an American system that provides children with a strong foundation in maths, so they understand it fully and can do it confidently. The system itself was developed by Californian teacher Larry Martinek, who saw a serious disconnect between students’ basic skills training and the curriculum they were expected to master in the years to come. Martinek wanted to find a way for maths to make sense to children of all ages and, instead of relying on memorising and repetition, their understanding is built up through a combination of mental, verbal, visual and written exercises. Following the system’s

huge success in the US over the past decade, where students’ exam results have sky rocketed, Eva was convinced British children would benefit from the Mathnasium method. “Conceptually, UK kids are strong, but their computation overall is lower than what I’ve seen in other countries,” says Eva. “The aim at Mathnasium is to provide students with the most efficient method to approach a problem and ensure they have an effective and encouraging learning experience that cultivates an intuitive understanding of maths.” Eva has brought along highly-trained instructors to help set up the centre. “Tutors who are passionate about the subject and offer tools to help young learners improve their maths regard-

less of their current ability.” Beginning with an assessment to pinpoint a child’s learning needs, an instructor then creates a customised learning plan, which builds on existing knowledge and boosts confidence. The bright, airy building is certainly conducive for learning as it is free of the usual classroom clutter, so students are able to focus. “In a place that isn’t school or home, children aren’t intimidated and feel positive about learning,” adds Eva, who hopes Mathsnasium in Radlett will be one of many centres to transform maths in the UK.

A FIRST-HAND EXPERIENCE AT MATHNASIUM By Madison Grant-Gold, aged 10

Maths isn’t always my favourite subject. It normally makes me groan a lot. But since I went to Mathnasium I’ve been feeling much more confident, especially on fractions. Mathnasium is a chance for children to explore maths. They help kids from the age of five to 16. When I went to the shop in Radlett, I got assessed on all the things I knew, like multiplication, time, percentages and capacity. When they first gave me the sheets, I felt quite worried because I thought it was going to be in test conditions (and I hate test conditions!), but luckily it wasn’t. The staff at Mathnasium are amazing and they help every child if they get stuck, like me when I went on to fractions. They explain in much further detail, which makes the work much easier. Each individual child has their own folder, which has different sheets for their maths ability. Also, whenever a child comes they will get a card that the people at Mathnasium will sign the stars on. When all the stars are signed, it means either the child could spend the card on a small prize or wait to get more so they can get a bigger prize. Mathnasium is really good for children who are not so keen on maths, like my friend Sophie, who says maths is her worst subject. But all children should try it because they might not know they like it until they go to Mathnasium and give maths a go. Visit: mathnasium.co.uk/radlett Tel: 01923 388641

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Jewish News 18 May 2017

Education / Carry on camping

I know what they’ll do

THIS SUMMER! Whether it’s football, performing arts or learning to skateboard like a champion, Caron Kemp has found the best kids’ camps to book for the holidays

S U M M E R

The floor is a mosaic of lego and Hama beads, the iPads are on the blink from overuse, child number two is sporting a new short hairdo courtesy of child number one, and you’re about to lace your coffee with something much stronger to numb the pain. Three o’clock. Day one. Summer holidays. While children run from the school gates on the final day of the summer term with a newfound lease of life at the prospect of six weeks without assembly, maths or homework, with the same momentum, dread seeps through most parents’ bodies. For working parents, the issue is a practical one – who will look after the precious darlings while the teachers are on a sabbatical? For stay-at-home mums or dads it’s more emotional – will I emerge in September with my sanity intact? Either way, finding activities

C A M P

to keep the children safe, occupied and looked after for even a part of the summer break is a necessity rather than a luxury for many. Husband and wife team Jessica and Danny Grant have all their bases covered, with a drama and football camp running at the same site in South Hampstead. Boys and girls from three years old can brush up on their dribbling, shooting and scoring skills under the watchful eye of Danny and his team of coaches at Danny Grant Soccer School (DGSS), while those who prefer the stage to the football field can learn alongside director, actress and teacher Jessica at Dramarama. For some 30 years, Jessica has been offering performing arts camps and trinity guildhall exams and more recently her husband has come on board with a sporting alternative. “The ethos of Dramarama is to build the confidence of all the children who take part and offer them skills to take back into their everyday lives,” Jessica explains. “While at DGSS, the key is good sportsmanship. “We have three children of our own and therefore know how to make children feel welcome and parents confident that we will keep their offspring safe and looked after. “We feel we are offering something for everyone. They can learn great skills, make fantastic friends and take part in either a drama show or a trophy ceremony at the end, which is a lovely way to end their experience.” She adds: “This is what the summer should be about. Having fun, meeting new people, building in

confidence and learning something interesting and valuable at the same time that can be taken back to your everyday life.” And Danny is keen to point out that within the confines of a safe space, the children are engaging in wholesome, age-appropriate activities. “A well-run holiday camp ensures children are kept busy physically and mentally over the summer and away from the TV and their computers,” he adds. “At DGSS, children are encouraged to develop their social skills, including respect for their teammates and opponents. Children will make new friends while having a great fun-filled day out.” For those looking for a smaller environment and a truly different experience, Juliet Golz’s Mylittleboarders Skateboarding Club provides high-end, personalised, structured tuition for children over the age of six looking to try their hand at skateboarding for the first time or to hone their skills. Offering half-day or full-day sessions, children are fully kitted out before being guided through basic ramp work while more advanced skaters progress to curbs and half pipes. A clever wrist-

18 May 2017 Jewish News

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band system allows children to earn as they learn different tricks and achievements. “As well as being fun for the child, skateboarding has been proven to strengthen a child’s core balance, particularly those who may have a specific difficulty, and builds up their confidence,” explains Juliet. “It is an individual activity that each child can learn at their own pace, unlike school where they are encouraged to participate in a team environment. “To spend a substantial amount of time over the summer learning skate park and street skateboarding, each child will experience a whole new range of skills that will stay with them for the rest of their lives,” she adds. And while some sessions take place a stone’s throw from Westfield Shopping Centre in Shepherd’s Bush, adults can dabble in some well-earned retail therapy at the same time and then have tea in Holland Park. Meanwhile, many shuls are offering in-house day camps, so you need not look too far afield for summer childcare. The ever-popular Kaytana at Borehamwood and Elstree Synagogue is back for summer 2017, with games, sports, arts and crafts, baking, special days and outings and a freshly-made hot lunch every day. Or there’s North Western Reform Synagogue, in Temple Fortune, which will play host to Cartoon Camp for a week in August. Via the renowned Club Excel, children can

❝

choose from multi-sports camps, football, arts and crafts, drama and even Xtreme; an extreme sporting camp for children aged nine and over. Excel also collaborates with Lego Robotics, Mad Science, cookery schools and swimming teachers to offer an enormous variety of activities across its two Hertfordshire sites. Then if you want to turn your child’s passive computer playing into proactive learning, FunTech holiday camps, across various convenient locations allow children to create unbelievable 3D worlds, connect to the electrifying possibilities of Minecraft Redstone, dive into the mind-blowing world of coding, and much more. Now all that’s left to do is to get booking to avoid disappointment (theirs and yours).

A WELL-RUN HOLIDAY CAMP ENSURES CHILDREN ARE KEPT BUSY PHYSICALLY AND MENTALLY

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Half Term & Summer Holiday Football Courses in NW3 SKILLS, DRILLS, FITNESS, TOURNAMENTS ... AND NON-STOP FUN FOR AGES 3-12! Plus action-packed Saturday morning football classes and birthday parties!

www.dgsoccer.co.uk info@dgsoccer.co.uk • 020 8446 0891

For more information visit www.dramarama.co.uk www.dgsoccer.co.uk www.mylittleboarders.co.uk

Summer Holiday Performing Arts & Drama Exam Courses in NW3 Dramatots (3-4yrs) • Stage One (5-6yrs) Musical Theatre (7-11yrs) Street Dance (7-11yrs) Advanced Acting (11-15yrs) Plus Saturday morning performing arts classes & birthday parties also available

www.dramarama.co.uk info@dramarama.co.uk • 020 8446 0891

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Jewish News 18 May 2017

Education / Learn to Swim

It’s

ALL GOING SWIMMINGLY Teaching children to be confident in the water is essential, but it’s also about having fun as my daughter Madison, age 10, discovered

NOTHING GETS A REACTION FROM CHILDREN quite like the word “pool”. ‘Chocolate’ and possibly ‘iPad’ may run a close second, but there is something about that stretch of blue water and the thought of jumping into it that gets kids incredibly excited. Of course, the moment they show a real interest in pools is the moment you have to think about swimming lessons to insure their safety and this is something Poolside Manor has been doing brilliantly since 1988, when actress Maureen Lipman opened it with a splash (not literally). Since then, children of all ages have been taught to swim there and are now bringing their own little ones to master the strokes. Need a reference? Then ask any child drying off after a lesson. “I absolutely love it and hate getting out the pool,” says 10-year-old Ruby. “I wish the lessons were longer because,

Sinai – Achieving the potential in every child What makes Sinai exceptional? • We maintain the highest standards of behaviour throughout the school • We cultivate a vibrant atmosphere for enhancing secular and Jewish learning • Teachers are positive in their approach and school leaders communicate effectively • Nurturing a community feeling with many exciting activities including shows, education for parents, Jewish family events • Creative teaching from forward thinking practitioners to develop resilient learners • Fantastic school meals

Why do parents choose Sinai over smaller Jewish Primary Schools? • “Initially, we were concerned that the size would be overwhelming, but the children learn in small units with each year group in a dedicated area.” • “Teachers know individual pupils very well, and continuously monitor their learning and development.” • “The school employs specialist teachers and has first class facilities not usually found outside the private sector.” • “The children have so much space, as they grow, the school opens up to a whole range of possibilities”

Why do parents choose Sinai over more local schools? • “The school has an incredible campus and amazing staff.” • “Pupils develop a passion for Jewish Studies through songs, festivals and the weekly parasha, which is instilled from the outset.” • “The children come from diverse Jewish backgrounds and nationalities, providing good preparation for secondary school and giving them a balanced perspective.”

We are accepting late applications. Please contact Emma Angel (020 8204 1550) for a tour of the school and an application pack.

Sinai JPS is located next to JFS.

even though the instructor is strict, my swimming has got better.” Ruby would come every day if she could and it’s an opinion shared by many of her weekly fellow swimmers. As my own daughter Madison got to sample the experienced teaching first-hand, I can see why it has become London’s leading independent swimming tuition centre and the fact that it is a family-run business with long-serving staff is reassuring. The schedule at Poolside Manor is jampacked with term-time tuition for children to swimming classes for parents and toddlers, adults and school groups of all abilities. here are also holiday crash courses, aquafit sessions and, just to keep themselves busy, multi-actvity camps for three to 11-yearolds held at neighbouring St Mary’s Primary School. “Our programmes are never the same as each week at the camp is themed differently,” explains owner Vicki Anderson. “We do everything – sports, craft and art activities, dance, drama, games, and visiting performers come in.” One of the big perks of the camp, which also makes it unique, is that the children also get to swim and for those who are spending the summer in London, it is like getting a holiday. Vicki is also very keen to make the camp a first choice for working parents by offering extended opening hours so children can be dropped off at 8.30am and collected at 5.30pm – assuming you can get them to leave. The pool itself has an extended shallow end to build beginner confidence and the length is scaled by a purpose-built viewing gallery so spectators get a proper view. Watching Madison improve her front crawl in a single session was certainly encouraging, but did she want to come back? “I’d like to do the crash course, which is 30 minutes every day,” she said. By coincidence a few weeks later, an invitation arrived for a swimming party. “It’s at Poolside Manor,” she chirped, ready to RSVP. The party was “amazing” according to Madison, who joined her friends in the water for games led by the lifeguards and then bounced around to music on the floats and giant inflatables. Tea was followed by dry games in the activity hall. Perhaps the most important thing any parent needs to know, however, is that Poolside Manor is an approved RLSS tuition centre and STA Centre of Excellence. All the staff hold teaching, first aid and lifeguard qualifications, and the recruitment process, combined with the ongoing training programme, ensures they select the sort of professionals you want for your children. Or maybe even for yourself.

Visit Poolsidemanor.com Tel: 020 8349 1945

18 May 2017 Jewish News

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In 2016 our school was ranked in the top 8% of all primary schools in the country for our high standard of achievement in the phonics screening check. Teachers ensure that mathematics lessons and challenges are chosen to support the progress of pupils whatever their starting point. Whilst the overwhelming majority of our parents would recommend our school to another parent, here is what our Year 6 children say about Rosh Pinah ‘It was the best 8 years of my life and I have made so many great friends’. ‘The teachers make all the lessons so enjoyable and there is never a dull moment. I have learnt so much in my time here and I will miss Rosh Pinah so much when I leave. The Rosh Pinah family will always celebrate together, congratulate each other and will support everyone’. From Nursery through Key Stage 2 our children are encouraged to achieve their full potential in their academic, creative, personal, physical, moral and spiritual development. You are warmly welcomed to visit our school. Please contact our Admissions Ofﬁcer on 020 8958 8599 to make an appointment.

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Jewish News 18 May 2017

Education / Growing up

Thank you very much! Year 6 pupils at Rosh Pinah and Sinai schools express their gratitude as they prepare to leave

SWEET MEMORIES OF SINAI... By Zak

SINAI HAS BEEN MORE THAN A SCHOOL, it’s been another home for me. I’ve progressed so much in subjects like maths, science and English due to the amazing teachers. I have so many memories, like the fantastic Shabbaton, therefore I’m not at all excited about leaving Sinai.

secondary school as me and who have, sort of, helped me overcome my fear of heights and comforted me when I have been scared. The most important lesson they have taught me here at Sinai is to always believe in yourself no matter what you do and don’t let anything or anybody get you down.

By Alex

By Talia

I WILL FEEL SAD TO LOSE SOME OF THE FRIENDSHIPS I have had for so long, but I hope I will meet so many more people and make more friends. I will also miss Sinai as it has been the centerpiece of my education for eight years. It has provided so many unique occasions, such as model seders and interactive lessons, and I will never get to enjoy these moments again. By Bethany

I’M REALLY SAD ABOUT LEAVING SINAI because it has become like a home to me. Everyone is really welcoming and all my teachers and staff have really supported me and helped me through hard times. I will also remember my friends, some of whom aren’t going to the same

AS I OPEN UP A NEW CHAPTER OF MY LIFE, my stamina and determination shall remain with me. I feel mixed emotions to start a bigger school. I am apprehensive and ecstatic to meet new friends and teachers. Sinai has always been my second home. It’s such a shock to be leaving. By Josh

SINAI SCHOOL HAS BLOWN MY MIND. I still can’t do long division, but what I’ve learnt and discovered is incredible. I will miss some of my teachers and some school lunches, but the credit for making me who I am goes to Sinai. Overall if aliens came and invaded earth and asked me what my favourite and best school is, I would say “Sinai!” – then run away screaming.

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Holiday charity / Education

ALL CHILDREN DESERVE A HOLIDAY For more than 100 years, the Jewish Children’s Holiday Fund (JCHF) has provided holidays for eight to 11-year-old children who otherwise would not have had one, including those with learning disabilities. The JCHF is dedicated to providing the opportunity for all Jewish children to have the chance of a summer break, regardless of their personal or family circumstances. The charity’s mission is to help the needy and underprivileged to experience the joy of a vacation, as it is often the case that those who would most benefit from having a holiday or respite break cannot afford one.

When the JCHF started in 1888, the Jewish community was mainly based in London’s East End. Many immigrants rented rooms and terraced houses near to the Docks and existed on trades known to them from the “haim”. The accommodation was cramped and the children lived in a polluted and crowded environment. It was a world away from the life our children have now. Back then, two weeks away by the coast was a dream and through the

National Children’s Holidays Fund, which already had an established Jewish branch, it was possible to make those dreams a reality. Nowadays, it does not matter where the children are located within the UK, there are still financial strains on Jewish families. And with the cost of orgnaised holiday schemes continuing to rise, many parents cannot afford either a sleep-away scheme or even a day scheme for the summer.

THE JCHF IS STILL HERE TO HELP! Those parents who cannot afford the full cost of any scheme can always contact the JCHF at secretary@jchf. org and the Trustees will try to ease the cost in those circumstances where income cannot meet the financial demands of a summer break. The number of children and schemes across the entire Jewish spectrum that the JCHF helps has increased year by year. So please make contact. The JCHF knows that a break for the children benefits not only the child, but the entire family. Enquiries: 020 7100 5097

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Jewish News 18 May 2017