Whakakitenga - Vision statement: (A statement of what we aspire to achieve and or become in the long term)

For the East Taieri Preschool community to be exemplary in early year’s education, creating an environment that empowers learners to be engaged citizens

How do we achieve this?

  • Staying abreast of the latest research through reading professional magazines, having student teachers at the centre, connecting with organisations such as NZEI, NZCA, OMEP etc.
  • Regularly reflecting on our practice and making considered changes
  • Sharing articles and having a conversation with each other about it
  • Promote ourselves in some way through presenting at the Research Hui or submitting an article about our curriculum for publication
  • Providing children with authentic roles so they can be part of the decision making and have the confidence to lead their own play


Te Uaratanga - Mission statement: (A statement of our purpose, our services and for whom we seek to provide them)

Our Preschool is a welcoming inclusive environment where children, whānau and teachers value one another as equal partners in the learning journey

How do we achieve this?

  • Every person gets greeted
  • Skill & knowledge sharing is encouraged
  • Conversations with parents about their children highlight learning and development
  • The centre treaty is a living, changing document
  • Continue with projects such as ‘links with home’
  • Organize twice termly catch up with parents
  • Review learning stories to assess whose voice is being heard
  • Use publications such as ‘Te Whatu Pokeka’ to ensure Maori concepts and values are incorporated into our assessments


Te Kaupapa - Philosophy:

  • Qualified professional teachers
  • Inspiring and evolving curriculum
  • Genuine relationships
  • Environmental/ sustainable awareness
  • Welcoming environment

Commitment to Te Tiriti o Waitangi

We are mindful of the treaty when creating policies and procedures. We have a commitment to working in partnership with whānau Māori to best realize their educational aspirations for tamariki. Our curriculum strives to help children develop their knowledge & understanding of the cultural heritages of both parties to Te Tiriti o Waitangi.

Qualified professional teachers

  • Teachers engage in ongoing professional development that makes a sustained difference to their practice. Information is shared with colleagues and the executive committee as appropriate. This embodies the principal of Rangatiratanga – the collective strength of the whole is used to develop one’s own ability and that of the group
  • We operate as a supportive & reflective team through helping each other, seeking opinions, giving constructive feedback
  • Individual strengths and perspectives are valued, enabling development and sharing of skills
  • We collaborate in an enthusiastic, respectful and mindful way – encompassing the values of Kotahitanga – working with a unity of purpose
  • We communicate with each other in a variety of way – verbally, using the communication book, email, leaving notes etc.
  • Teachers are mindful of parent aspirations, working alongside them to create good outcomes for children

Inspiring & evolving curriculum

  • Sustained shared thinking happens among teachers and children – there is time for ideas to be explored and revisited
  • Children are active agents in their learning. They make real choices in a variety of ways such as choosing resources, defining the direction of play, contributing to the daily curriculum
  • Children, teachers, whanau, and community drive the curriculum and work together to create deeper and richer learning
  • Learning experiences are open ended enabling children to consolidate skills and knowledge
  • Expertise of all learners is shared, meaning Ako is a central part of how we work here – the educator learns from the child
  • The curriculum builds children’s capacity to share and be part of a group, learn how to make choices and to ask questions

Genuine relationships

  • We are here for children first and foremost
  • Children are respected as equal people in their own right.
  • Relationships are built with parents/whānau and the wider community such as the church, school, local businesses
  • We believe that sharing knowledge, skills and values deepens relationships
  • It is important to foster connections with the natural environment. We do this through taking part in the growing cycle with flowers and vegetables, respecting the natural world through keeping it free from litter, caring for trees, not being wasteful with food, saying karakia kai, developing awareness of where food comes from
  • We are friendly, caring & respectful to each other
  • The principles of Whanaungatanga are at the fore through encouraging interdependence and understanding there is a wider support network available

Environmental/ Sustainable awareness

  • Connections with the environment are fostered through growing our own food, being aware of seasonal changes, learning about water conservation etc.
  • We care for the environment through recycling, reusing, reducing where possible
  • We grow and harvest our own food and generate compost to feed back in to the garden
  • Teachers work with children and whanau to create an awareness of the impact of using resources e.g. reducing use of glad wrap, scraps go to the chickens, use of recyclable collage materials, making paper
  • The principles of Kaitiakitanga are used to build a sense of responsibility for the environment through managing resources effectively

Centre environment

  • Children enjoy learning and are aware they are learning
  • This is a kind, caring respectful environment
  • It is aesthetically pleasing and appealing to adults and children alike
  • Physical safety is a key consideration when setting up the environment
  • There is a wide variety of experiences and resources offered
  • The principle of Kotahitanga – working together/collectivism – is encouraged
  • Friendliness, fun, laughter and joy abound
  • Learners feel comfortable working as part of a group or independently
  • There is a feeling of peace and calm
  • The environment enables participants to gain a feeling of Ūkaipōtanga – a feeling of belonging and the ability to contribute. The environment sees and accepts the ‘whole person’
  • Our environment visibly reflects that this is a Preschool in Aotearoa New Zealand through the use of symbols, landscapes and stories