Over Twos

  • Children in the Over Two area will learn alongside Caroline, who is a qualified Early Childhood Teacher and a Team Leader.

    Caroline, had a teaching placement at Elmwood while she was in training and she decided Elmwood Preschool was the place she wanted to work. Caroline prefers to work in a Centre with a smaller roll as she believes the teachers’ can give each child individual attention, which means better outcomes for the children.

    Working alongside Caroline is Sherine who is a qualified Early Childhood Teacher. Sherine values the family environment of the preschool and believes it allows opportunities for greater relationships between teachers and children. She is passionate about creating positive connections with children which supports them in becoming confident and competent learners.

    Working alongside Caroline and Sherine is Karen, who is currently studying for the Bachelor of Teaching (Early Childhood Education).  She believes that given the opportunities and support children are able to achieve goals that they set for themselves. She is very passionate about promoting authentic bi-culturalism in the Preschool.

  • Features of our Preschool Programme

    Child Led/Adult Supported Learning:

    Learning for our tamariki is child-led and adult supported.  We encourage tamariki to engage in experiences that have meaning for them.  This requires strong authentic relationships between kaiako and whānau and kaiako to actively responding the strengths, interests and abilities of each child. We recognise that each tamaiti learns in their own time and in their own unique way.  Our curriculum also promotes tamariki to be adaptive, creative and resilient.  The environment is an emotionally safe place and we provide resources that are open-ended, movable, and interchangeable, to support tamariki in their child-led journey.

    A statement from our latest ERO report:

    Children from Elmwood Preschool are benefiting from The integration of literacy and numeracy, along with good opportunities for children to develop and extend their physical skills, are positive features of the program.

    — A statement from our latest ERO report
  • Preparing for School/Kura

    An aspect of our daily programme is to support tamariki in preparation for school as part of their learning journey.  Along this journey tamariki work alongside one another and learn to build and sustain relationships.  They also develop numeracy and literacy skills, self-help skills and independence such as toileting and dressing themselves, managing their own lunch box, following instructions and practicing strategies for conflict resolution.  These are skills that new entrant teachers value in their students.

    We continue to build relationships with the local primary schools and can arrange to take your tamaiti on a visit to the school he/she is enrolled in if that is your wish.

  • Relationships Are the Key to All We Do

    We choose to have only a small number of tamariki at Elmwood each day so that we can ensure each tamaiti is able to build strong relationships with kaiako, resulting in each tamaiti feeling nurtured, secure and valued as an individual, and eager to share his/her unique personality and strengths.

    Our relationships with whānau always come first.  Aspirations, family culture and values for each tamaiti are respected by kaiako as tamariki embark on their lifelong learning journey.

  • A statement from our latest ERO report

    Children at Elmwood Preschool are benefitting from:
    * Teachers’ relationships with children and families are responsive, supportful and respectful. Teachers’ seek permission before helping them and give choices about taking part in routines and play
    * A strong emphasis is given to encouraging children to be independent and make decisions about their learning
    * Teachers’ respond in a caring manner to support all children. They are particularly sensitive to the special needs of children and take appropriate action to support their learning and their families These practices actively foster children’s sense of well being and belonging