Children thrive in an environment where...

• They are stimulated, challenged and extended and where there is a wide and rich range of resources


• Their play is valued and recognized as meaningful learning


• There are tidy, clean and hygienic practices


• There is a variety of learning experiences available which include opportunities for free choice when they are able to explore for themselves


• Their thinking is extended from prior knowledge and skills


• teachers value the importance of the children’s input therefore plan from children’s interest, ideas and ethnicity which is also valued and incorporated into the programme


• Parents input into the programme is valued


• Learning is documented and is communicated in a variety of ways, one of which is portfolios which are used as a tool for communication, assessment and planning by teachers, children and parents/Whanau


• Within the curriculum of Te Whaariki, which is the framework used for the programme, bicultural practices are observed and practiced


• Teachers develop professionally


• They are valued and spoken to as a person


• They feel happy, confident, secure, loved, safe, have fun and also their physical wellbeing is catered for


• Their learning and development is viewed holistically and is nurtured accordingly


• Children’s sense of belonging and well-being is enhanced through familiarity of routines


• There are quality relationships between children, teachers and families/Whanau and continuity between home and centre is ensured


• Communication between teachers is helpful, encouraging, sharing, tactful, appropriate, co-operative and professional


• Patient teachers listen and care for them and see each child as an individual


• Special care and attention is paid to the settling process


• All children are treated equitable irrespective of gender, race etc


• An effective relationship between teachers and children is fostered through constant considerations of ratios