Golden Bay Kindergarten a “high-quality” learning environment
Head teacher Biddy Leigh leads activities in the kindergarten garden, praised in its first ERO review. Photo: Maria Polglase
Petal is hungry. As a group of children huddle around her transparent tank, Petal darts forward without fear on her long, bright-green limbs, recognising them as a source of food.
“I’ve got a worm,” says one four-year-old. “Can she eat a worm?”
Petal watches them intently. It’s a wonderful show of curiosity from both the children of the Golden Bay Kindergarten and their pet, an endangered native green gecko, who has lived at the centre, courtesy of a special permit, for a year.
“We always keep fruit flies in there and she loves looper caterpillars, though it takes her a while to eat them and they hang out of the side of her mouth,” says teacher Susie Bassett. “Our next mission is to find her an unrelated mate so she has a friend.”
It’s this sort of activity and environmental awareness that drew praise in the 18-month-old kindergarten’s very first Education Review Office (ERO) report, released this month.
“Aspects of science and nature have a high profile in, and direction for, much of the programme,” it said. “Children have extensive opportunities to enjoy, explore and connect with nature. Early literacy and the development of mathematical thinking are given high priority and are embedded in all aspects of the curriculum in meaningful ways.”
“ERO said our gardens were a lovely backdrop,” said Susie, “and we said ‘Oooh no! It’s much more important than that!’ The children have free access to the garden, which is kept full of flowers and edible plants to create a sense of abundance.” The apple scent of chamomile rises from the lawn beneath them as they sing and one girl peacefully sucks nectar out of pineapple sage flowers. A cabbage leaf provides a caterpillar for Petal’s lunch.
ERO also reported that the children were co-operative, confident and articulate. “Many are persistent learners, able to engage in activities for sustained periods.” What factors in a child’s education and environment contribute to that?
Susie stops to answer more questions about worms. There are fewer than 20 children at the session, so they get a good share of attention from head teacher Biddy Leigh and staffers Susie and Marion Rautner.
“It’s about feeling safe in relationships with the teachers and with each other. It’s about a situation where they are really clear about what expectations there are. It’s about them trusting that they are capable, and viewed as capable. That they’re in an environment both stimulating and challenging and which is relevant and has meaning to them. They trust that they are going to be responded to and taken seriously,” said Susie.
To this end, current projects are always child-driven, and at present one is trapping. They’ve been making stoat traps and putting them outside in the little forest of trees requested by the children and donated by Louise Manvell and Rob Lewis. “They’ve been making mouse traps, trapping insects in the garden. They’ve looked at the different idea of a kill trap as opposed to something that catches for observation or for pets. It makes them ask: What’s a pest? What makes it a pest? What can they do about that?
“It’s up to us to think of possibilities based on their interests. We have to ask what they are indicating, what they’re understanding and what they want to know about. And we work literacy and other skills in with that.”
The report cited written evaluation around “group learning in planning stories”, strategic planning and the strengthening of te reo Māori as areas for improvement, while praising the centre’s “respectful partnership” with iwi. Biddy said the relationship was “very special, a real honour. We couldn’t have made it without them”.
Upcoming plans to remodel the outside play area may include some water and large fallen trees, said Susie. “We’d like less manufactured equipment and more organic and relevant equipment – though we asked the children what they wanted and they said a swimming pool and bungees – vertical ones!”
Biddy said everyone was thrilled with ERO’s praise of “respectful, responsive and affirming” teachers, and the “high quality” learning environment.”
“It’s been a fabulous community effort. The report is wonderful for all of us who worked so hard, just a real acknowledgement. We’re having a fabulous time really, not just the children.”
Maria Polglase
