What the Education Review Office say about us.

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In June 2016 both Kindy’s were visited by the Education Review Office (ERO). We were absolutely thrilled when we received our report with the highest recommendation an early childhood centre can achieve.

Here is a portion from each report: (as soon as they go on ERO’s website we will attach the links so you easily access them to read in full).

Glenview Kindy – Children experience a rich curriculum. Features of the curriculum include:

• The thoughtfully-planned and well-resourced learning environments that are attractive and motivate children’s curiosity, exploration and learning
• Opportunities to extend learning and makes links in the wider community
• The meaningful integration of literacy and mathematics in appropriate contexts for children
• Bicultural practices that promote the Māori language and values of whanaungatanga, manaakitanga and kaitiakitanga
• Regular opportunities for older children to work in a small group to identify areas for inquiry, plan and engage in more complex learning experiences.

Children benefit from interactions with teachers who are knowledgeable and highly skilled practitioners. Teachers use a range of effective strategies to engage children. They take time to listen, respecting children’s knowledge and developing theories. Teachers are highly attuned to children. They know when to allow children time and space to set their own challenges and problem solve, and when to engage in ways that more directly support and extend the learning.

Glenview Park Kindy – Children experience a rich curriculum. Features of the curriculum include:

• Regularly adapted and well-resourced learning environments that are attractive and motivate children’s curiosity, exploration and learning
• Inclusive and responsive practices that ensure all aspects of the curriculum are accessible to all children
• Environmentally sustainable practices including links to, and caring for Papatūānuku
• Opportunities to extend learning and makes links in the wider community
• The meaningful integration of literacy, mathematics and science in appropriate contexts for children
• Regular opportunities for older children to work in a small group to identify areas for inquiry, plan and engage in more complex learning experiences

Teachers are highly attuned and responsive to children. They sensitively respond to their individual needs and preferences. Priority is placed on listening to children, respecting their ideas, valuing their contributions, supporting and extending self-chosen play. Teachers use a range of intentional strategies that encourage children to set their own challenges, persist with difficulty and add complexity to their play and exploration. Children are confident learners and have a positive view of their own capability.