The Unicorns – These are the preschool children aged 3 years to 5 years. Here the curriculum is more structured and requires a higher level of concentration and more mature social skills. In the preschool room, children´s learning is guided by the Montessori Teacher and they receive less one to one attention than in the Sunshine (toddler) room, as they benefit from playing and interacting for longer periods of time without adult intervention.

As we are committed to the long term educational needs of the children who attend 9 months We place an emphasis on increasing social and intellectual development and expect high pre-school standards, where learning is fun, in order to encourage children to grow and develop into well-rounded, open-minded people. We encourage children to question and will do our best to satisfy all their curiosities.

Individuality is vital, we will encourage every child to achieve their own potential goals to the best of their ability. It is our objective to maintain high pre school standards, without overlooking the social, physical, creative and emotional growth of each child. It is essential for children to have time to play, socialise and investigate in their environment, enabling them to learn and encounter new experiences for themselves.

Our syllabus for the 3–5 year olds will incorporate the Early Learning Goals as stipulated in the National Curriculum and Foundation stage for learning. However we do not wish to limit the children´s experiences to a particular teaching method, therefore they will benefit from an extensive range of learning techniques and materials, including the highly successful Montessori approach, giving each child the opportunity to extend their learning experiences, benefiting from a variety of theories in order to enhance holistic development.

They learn the alphabet through a variety of methods with a strong emphasis placed on phonics and once they are ready, they begin individual reading sessions using the Oxford Reading Tree scheme.

Every child has an opportunity to use child oriented software on the computer at least once a week. With the increasing importance of IT in almost every industry now, we see this as a vital skill.

We recognise the importance of keeping abreast of the latest developments in education, to this end 9 months belongs to the Early Years Development and Childcare Partnership, which provides relevant ongoing training for the whole team.

We have also made it a priority to form close bonds with schools in the surrounding areas. Parents are offered an insight into the schools facilities and head teachers are invited to Schools Nights, regularly held at the 9 Months. School selection is an important and sometimes confusing issue, and at 9 months we endeavour to provide parents with the information required to choosing the right school for you and your child.

All parents receive detailed developmental records for their child twice a year, which can be discussed, at length at preschool parents evenings held at the nursery.

At 9 Months Nursery we are very lucky to have such a small grouping as it means we can take advantage of outdoor trips on a regular basis. Once a week, the children visit Osterley library to choose new books for themselves and listen to storytime. They will also get the opportunity to visit local destinations in keeping with their monthly themes e.g. when learning about animals we visited the ‘Pets At Home’ centre in Brentford to learn about caring for domestic animals and during the transport theme, we went for a picnic along the Thames to spot boats and canals.

A professional musician attends once a week to accompany the children in their singing and musical activities,

An example of a typical day at 9 months is provided below:

Sample Timetable

08.00–09.00        Arrival & Breakfast 09.00–10.00        Circle Time & planned activities 10.00-11.15        Outdoor Play 11.15–12.15        Lunch – encouraging social skills & language 12.15–14.00        Brushing teeth, washing hands & relaxation & free play 14.00–14.30        Circle Time – discussing the days activities 14.30–15.30        Montessori led Activities 15.30–16.00        Tea 16.00–16.30        Washing hands & looking at books of our choice 16.30–17.30        Soft play, Music & movement & free play 17.00–18.00        Winding down & story/DVD time Address:30A The Grove Isleworth Middlesex TW7 4JU

Tel: 0208 847 0303

The Preschool children are introduced to French by the language teacher , as well as sharing words from their own home language.

At 9 months, it is our sincere belief that the earlier a second and/or third language is introduced to the child, the easier it is for them to learn these languages and differentiate between different accents.

Much research has been dedicated to the learning of languages, with cross studies on bilingual children, findings prove that it is in the best interests of the children to teach them multiple languages as early as possible.

Modern technology surrounds all of us on a daily basis, regardless of age. It has never been so important to remain up to date with the ongoing changes in the world of information technology.

Today´s child is not only aware of computers in their environment, but also knows how they function, what the keyboard is for and how to operate a mouse correctly. As they see their parents and carers using computers, lap tops & I pods regularly, they are instinctively curious about how they work and what they do.

As well as using computers and cameras within role play, the preschoolers are given the opportunity to work on the computer as part of their weekly activities. Children are encouraged to bring in their own educational software and share programmes with their peers.

At 9 months we place an emphasis on IT and integrate use of the computer within the national curriculum. Children use a variety of software and also focus on mouse control, click & drag method and working individually as well as with a partner.

Children at 9 months are introduced to the computer, printer & scanner and pieces of work are often e-mailed to parents at work and home, to create a link between nursery and home environments.

Children are introduced to the alphabet at an early age. As toddlers they are surrounded by visual and verbal cues, such as letter friezes and labels on display around the room. They are introduced to the alphabet phonically at circle time on a daily basis as a foundation to early letter recognition and reading.

Once in the preschool room, children focus on one letter a week, through visual recognition, worksheets, daily register and working with the Montessori sandpaper letters. At 9 months we work in conjunction with the Oxford reading Tree Scheme, using familiar characters and beginning with simple non word story building and working up to reading long sentences.

We have also recently incorporated the Jolly Phonics scheme, used by schools nationally. All the children work at their individual pace and are given relevant exercises and worksheets to take home and complete. Montessori materials are utilised in combination with the traditional methods in order to maximise children´s learning potential.

The majority of preschoolers have already begun reading before leaving 9 months nursery.

In the Montessori environment, learning is spontaneous and natural, guided by the childs own curiosity within a prepared environment; the classroom. Each child works at his or her own pace, ensuring their individual developmental needs are met, when they pass through their ‘sensitive period’.

Children learn to respect their environment and feel confident about their own abilities and achievements. The Montessori curriculum promotes educational objectives, thus nourishing the childs curiosity, independence and learning.

All areas of learning are encouraged using materials and apparatus, which are specific to the Montessori method.

  • Practical life encourages the promotion of self-care, care of the environment and independence.
  • Didactic materials are utilised for mathematics, geography & science, building knowledge through tactile materials.
  • Sensorial apparatus is used to make abstract concepts concrete, providing the opportunity for children to explore their senses.
  • Creativity is enhanced through the manipulation of a variety of mediums.
  • Language & literacy needs are met through a step by step process towards reading & writing.
  • Children develop respect for the natural world, allowing for the holistic development of the child.