Koru Kindergarten

We are a very unique kindergarten, attached to the Stratford High School Teen Parent  Unit, however we also cater for the wider community. All meals for children are provided, which includes morning tea lunch and afternoon tea.

We are licensed for 42 children and cater for infants and toddlers from 3 months to two years and for young children aged 2 to school age. The Kindergarten operates with ratios of:

1:3 for under 1 year olds                      1:4 for 1- 2 year                    1:10 for 2– 6 year olds

Our Philosophy

Our philosophy is influenced by many approaches including Te Ao Māori, and RIE/Pikle

Koru Kindergarten Philosophy

As depicted by the Koru symbol, a child uniquely unfolds within the interconnected supportive space that is Koru Kindergarten.

We are guided by the principals of Manaakitanga, Maiatanga and Whanaungatanga

This means:

Resilience/ Maiatanga

• We value struggle and see this is an important part of learning. We endevour not to rescue children and trust they reach their goals and can work through challenges with our support.

Nurture/Manaakitanga

A primary care teacher approach builds a foundation of security and trust making learning relaxed and meaningful.

Relationships/Whanaungatanga

• We understand that learning happens through genuine responsive and reciprocal relationships with community, environments, nature and people.

Our Philosophy and what this means

Primary care at Koru means:

• Children are assigned to a specific teacher and we learn about what is important to you and your family. How we can best value your language, culture and identity.
• That teacher will fulfill their needs throughout the day with support from other teachers
• That teacher will, in collaboration with whānau and the teaching team will record all that child’s learning
• Parents/whānau and children have a special person they can talk to

A child uniquely unfolds means:

• Each child is different and they develop in their own way at their own time
• Each child is special in their own way and they display this through their play, we observe this and work within this as our form of planning and documentation
• Every child experiences their “milestones” at different times so what works for one may not necessarily be the same for everyone

Relaxed and meaningful means:

• Everyone has a different “body clock”. We work with what is best for each individual child
• Our quiet approach means we will always strive to use quiet voices in a gentle manner

Where teachers value struggle means:

We value struggle and see this as an important part of learning. We endeavor not to ‘rescue’ children and trust they can work through problems with our support.

Genuine responsive and reciprocal relationships with community, environments, nature and people means:

• Ongoing communication with parents/whanau during pick up and drop off times
• Connection with nature and valuing this as part of our programme
• Being and active part of our community
• Interconnected supportive space
• Acknowledging our affiliation with the TPU
• Accepting that we are all constantly learning, children, teachers and families alike