Our Curriculum

 

At Tifly Daycare we support the children’s shakhsiyah development through the Halaqah Curriculum. The children’s learning and development journey is further supported through the Early Years Foundation Stage (EYFS) statutory framework. The EYFS statutory framework is a play-based curriculum for children from birth to five years old and covers the following areas of learning. These areas are:

 

3 Prime Areas

  1. Personal, Social and Emotional Development (Managing feelings and behaviour, self-confidence and self-awareness)
  2. Communication and Language (Speaking, Understanding, Listening)
  3. Physical Development (Health and self-care)

 

4 Specific Areas

  1. Literacy (Reading and Writing)
  2. Mathematics (Shape, space and measures)
  3. Understanding the World (The world, People and Communities, Technology)
  4. Expressive Arts and Design (Exploring media and materials, Being imaginative)

 

Halaqah Curriculum

These areas are all drawn together thematically and using the dynamic Halaqah Curriculum which covers the following:

  1. Hifdh: Memorizing basic surat of Qur’an, simple hadith and du’a
  2. Tarbiyah: Contextualising Islam by looking at how it relates to our life and our surroundings
  3. Ta’alim: Learning about Islamic beliefs and teachings
  4. Taadib: Learning about ourselves, our relationship with Allah and how we can be better Muslims

 

Arabic

We aim in the future to develop Tifly Daycare into a fully bilingual setting. However we do not currently have sufficiently qualified Arabic staff to achieve this. Your child may learn some basic Arabic depending on the knowledge of the staff members who care for them.

 

Learning through Play

Research into early child development shows that children learn more rapidly during their first three years than in later life; whilst all areas of learning are important and inter-connected, the three prime areas that are crucial for igniting children's curiosity and enthusiasm for learning, building their capacity to learn and form relationships and thrive. The specific areas will enable them to be self-motivated learners who are confident to succeed.

 

Preparing children for life in modern Britain.

Tifly Daycare believes that children's shakhsiyah should be nurtured within the context of their lives in 21st century British society. As such within our Islamic ethos we are committed to developing the British Values of individual liberty, mutual respect and tolerance of those of different faiths and beliefs, democracy and the rule of law.

 

Supporting children with additional needs

When a child initially joins the nursery we provide settling in sessions where the key person spends time in familiarising themselves with the child’s individual needs, interests and abilities. This provides the parents with an opportunity to identify any needs with the key person so that these can be catered for.  The parents and the key person complete an initial starting point of development form in the all about me booklet and identify any concerns.
This key person continues to complete regularly observations that are used to inform the child’s planning around their individual needs and interests. These include interests from home and interests at nursery. The key person completes assessments on every child to identify any support that may be required.
These assessments are shared with the parents who are encouraged to add their comments. We then implement a joint approach and write up support plans to guide all the staff in planning activities to that will support the varying abilities of all the children in our nursery.

 
How will staff support my child? 

We have a nursery SENCO (Special Educational Needs Co-Ordinator) that has been trained through the local authority and Tifly Nursery to support the key person, child and families to ensure that the child’s individual needs are met. The nursery SENCO works with the SENCO from the local authority and the key person to provide personal plans for each individual child based around their abilities and interests. The SENCO also liaises with other professionals (with the parents consent) such as Speech and Language Therapists and GP’s to gain further advice in supporting each individual child. The SENCO and the key person work collaboratively to ensure that agreed targets and strategies are implemented into daily planning. These plans and activities will be reviewed every half-term by the key person, the Nursery SENCO and the local authority SENCO.

 

Supporting children that speak English as an additional language.

If the family has English as an additional language they will be encouraged to share key words and phrases in their home language for the key person to understand with the child.


  

DAILY ACTIVITIES INCLUDE

  • Morning dua’s and Hadeeth recital and memorisation
  • Halaqah (covering Aqeedah, Ibadah, Sunnah, Adaab & Akhlaaq)
  • Arabic literacy and language learning
  • Qur’aan recitation and memorisation
  • Islamic Nursery rhymes

 

Further activities are available daily for the children to access independently in order to support their fine and gross motor skills, which they need to be ready for formal school:

  • Messy play: sand, water, playdough, painting  etc
  • Reading and story- telling sessions
  • Writing & Mark making
  • Maths – counting, measuring etc
  • Art, design and materials
  • Construction, logo, small world and block building
  • Role play
  • Technology and media
  • Investigation
  • Physical play and education
  • Access to outdoor play in a purpose build space
  • Gardening and planting

 

EXTRA CURRICULAR EXPERIENCES INCLUDE:

  • Library visits
  • Park visits
  • Museum visits
  • Special guests from various backgrounds and professions

 

Our rooms are carefully resources carefully to reflect the children’s backgrounds. This promotes a sense of belonging and encourages children to play and explore, become active learners and to develop their own ideas through creating and thinking critically.  Teachers use a balance of spontaneous observations and narrative observations to incorporate child feedback into the planned activities.