Learning at The Grange

At The Grange learning is an integral part of every day.

We believe that children learn best when;

  • Their health and well-being is nurtured in an environment where their physical and emotional safety is paramount.
  • They are cared for in an environment that is warm, stable and loving with dedicated and supportive teachers.
  • When they know and understand the limits and boundaries of the environment and engage within these.
  • They are encouraged, supported and responded to positively.
  • They are supported to pursue and develop their own interests through individual or small group play and also sustained projects of interest.
  • There is a predictable routine and rhythm to the day which meets children’s holistic needs but which does not interfere with or limit children’s learning and exploration – hence we have a floating morning tea so that children can stop to eat when they feel hungry rather than when we tell them to.
  • Materials, ideas and opportunities are thoughtfully and respectfully presented, and the physical environment is well organised, attractive and inviting.
  • They are encouraged and supported to meet their own learning goals.
  • The significant adults in their lives communicate effectively – this includes teachers communicating with parents and whanau.
  • They are provided with a wide range of equipment, resources, materials and tools that engage their senses and instincts to learn both indoors and outdoors.
  • We continually upgrade our educational resources and toys and rotate them frequently so children are stimulated and don’t get bored.
  • They have access to ipads and computers that enable them to research, create and communicate with others.
  • They have the opportunity to repeat experiences over and over until satisfied.

The early childhood curriculum aspires for children to  “grow up as competent and confident learners and communicators, healthy in mind, body and spirit, secure in their sense of belonging and in the knowledge that they make a valued contribution to society.”

Click here for information on Transition to School

You will see teachers…

  • Providing a balance between child initiated and self directed play, and teacher initiated and directed play. Teachers aim to be responsive to children’s interests, ideas and needs and support the development of these.
  • Provoking children’s learning and sustained interests through preparing the environment and materials for play, grouping children for small group interactions and sustaining and extending discussions and conversations with children.
  • Observing, photographing and filming children in play – careful observation and assessment of children enables teachers with their parents and whanau to make decisions about how best to support and extend a child’s learning.
  • Engage with children in care-giving routines – children learn about themselves, about relationships, and about their bodies through unhurried care-giving routines in which they are actively involved.