Centre Manager’s Report: July & August

Tēnā koutou katoa,

As we reach the peak of winter, we hope everyone is staying warm and healthy despite the season's chilly breeze. A very warm welcome to our new tamariki—Willow and Levi—and a welcome back to Maya, who recently returned from spending quality time with her whānau in Chile. We’re excited to be part of your learning journey at Karori Kids.

We are also pleased to welcome Arnel, who has joined us in the part-time administration role. Nau mai, haere mai!

At the same time, we say a heartfelt farewell to Erwan, Lucas & Violet, who are transitioning to a new learning environment. We wish them all the very best as they continue their educational journey.

 BUSY TAMARIKI KARORI KIDS                             

1. Cook Islands Language Week (3–9 August) During Cook Islands Language Week, tamariki engaged in learning about the culture and language through videos showcasing Rarotonga, basic greetings, and creative activities such as making traditional patterns. This celebration helped to introduce the children to the unique culture of the Cook Islands. 2. Tongan Language Week (17–23 August) Later in the month, we celebrated Tongan Language Week. Tamariki enjoyed songs, dances, and art activities that featured traditional Tongan motifs and patterns, deepening their cultural understanding. 3. Supporting Cultural Goals We continue to acknowledge and support the diverse backgrounds of our tamariki by incorporating artefacts and activities related to their cultural heritage (Vietnamese, Chinese, Spanish, Indian, and more). These artefacts are displayed regularly, helping children recognise and connect with their own identity. 4. Building and Construction Tamariki have been actively engaged in building and construction using wooden blocks, magnetic tiles, and LEGO. These activities foster creativity, collaboration, and the development of social and problem-solving skills. 5. Tumbling Tots This physical programme remains very popular amongst our tamariki. It promotes physical development, including fine and gross motor skills, through movement, games, and imaginative play. 6. Transition to School This month, we continue to focus on reinforcing key school expectations, such as demonstrating independence, showing manaakitanga, and developing essential skills to support a smooth transition to school. We also had the opportunity to watch the Kapa Haka Performance at Karori Normal West School. These visits help us align our programs and instilling a familiar environment before they go to school. 7. Children’s Common Interests: Painting & Drawing Many children are currently exploring painting, drawing, and collage, which supports creativity, fine motor development, and pencil grip. Teachers are enhancing these experiences by incorporating natural materials and thought-provoking prompts to inspire deeper learning. 8. Thunderbirds Group  Our Thunderbirds group is continuing to explore letters and numbers through a combination of structured worksheets and play-based learning experiences. To further support their creative development and enhance literacy and numeracy skills, notebooks and art books have been introduced. Daily phonemic awareness sessions with Sanja are also ongoing as part of their enhancement in literacy.

Learning Outcomes (Te Ara Whānui Whāriki and NELP) 1a. Making connections between people, places and things in their world | te waihanga hononga 2b. Understanding how things work here and adapting to change | te māramatanga ki te āhua o ngā whakahaere me te mōhio ki te panoni 2a. Making connections between people, places and things in their world | te waihanga hononga 2b. Understanding how things work here and adapting to change | te māramatanga ki te āhua o ngā whakahaere me te mōhio ki te panoni 3a. Showing respect for kaupapa and the rights of others | te mahi whakaute 4a. Recognising mathematical concepts and using them with purpose | he kōrero pāngarau 4b. Playing, imagining, inventing, and experimenting | te whakaaro me te tūhurahura i te pūtaiao 5a. Playing, imagining, inventing and experimenting | te whakaaro me te tūhurahura i te pūtaiao 5b.They gain confidence in and control of their bodies » Moving confidently and challenging themselves physically | te wero ā-tinana 6a. Recognising print symbols and concepts and using them with enjoyment, meaning and purpose | he kōrero tuhituh 7a. Expressing feelings and ideas using various materials and modes | he kōrero auaha 8a. Recognising print symbols and using them with enjoyment and purpose | he kōrero tuhituhi

Professional Development

Gina and Reena have continued developing their financial administration skills. With Regan’s support, they’ve learnt more about banking, MYOB transactions, and relevant financial systems. They have also attended “Psychology of money management at Wellington High School. The workshop provided them the importance of managing money wisely and making practical financial decisions.

Additionally, Reena, Gina, and Mercy have updated their First Aid Certificates.

Currently, we have Mercy who is in her practicum and Shasha is having holiday in China 

Internal Evaluation: Transition-to-School Programme

An internal evaluation was conducted to assess the effectiveness of our transition-to-school programme for four-year-old tamariki. Data was collected through observations, assessments, whānau feedback, and staff surveys.

Key Findings: There were six goals presented in the internal evaluation. Below are the findings

Goals 1–4: Child Learning and Development

• Tamariki demonstrated growing independence, particularly with routines.

• Confident counting (0–20) observed; basic operations need further practice.

• Strong name writing and letter recognition; developing phonemic awareness.

• Social-emotional readiness observed through group activities and school visits.

Goal 5: Teacher Curriculum Knowledge

• Increased confidence in intentional teaching.

• Improved planning aligned with Te Whāriki and the NZ Curriculum.

• Structured literacy approaches now embedded in practice.

Goal 6: Whānau Engagement and Belonging

• Whānau felt well-supported and informed.

• Visits, small group routines, and consistent environments supported tamariki wellbeing.

• Suggestions: encourage peer connections and simulate school-like routines.

Additional Insights:

• PD (including SELO training) improved teaching practices and confidence.

• Development observed in vocabulary, emotional regulation, and motor skills.

• Ongoing mentoring and stronger collaboration with primary schools recommended.

Next Steps:

• Refine assessment tools to better capture children's strengths and dispositions.

• Enhance communication and engagement with whānau.

• Strengthen relationships with local primary schools.

• Mentor new educators to sustain progress made.

Conclusion:The evaluation confirmed the importance of responsive teaching, strong adult-child relationships, and collaboration with families. Continued efforts in these areas will support our tamariki as they confidently transition to primary school.

Upcoming Internal Evaluation

Building on our recent evaluation, we will now focus on assessing children’s social and emotional competence. This will align with the criteria and principles outlined in Kōwhiti Whakapae and consider our teaching practices, resources, and professional development.

Policy Reviews (August)

-Human rights act & discrimination

-Procedures for safety checking of all staff

-Biting  

Upcoming Events

September

• Father’s Day Celebration: Friday, 5 September

• Teacher-Parent Interviews: 8-12 September

October

• Mid-Autumn Festival: 6 October

• Fijian Language Week: 6–10 October

• Diwali Celebration: 17 October

• Teachers Only Day: 24 October

• Costume Party: 31 October

November

• Working Bee (TBC)

• Trip to Zealandia (TBC)

• Christmas Party: 22 November

• Last Day of Term: 19 December

Reminders

• Please provide updated immunisation records for your 4-year-old child.

• As per enrolment agreements, children must attend a minimum of six hours per day.

• We kindly ask that children do not bring toys from home.

• Cultural items are always welcome and appreciated to support inclusive learning.

• News time is for sharing meaningful items—please discourage bringing toys for this purpose.

Winter Illness Update

As winter illnesses impact our community, we ask for your continued vigilance:

• Keep tamariki home if they are unwell.

• Encourage handwashing and healthy habits at home.

• Ensure children get adequate rest and nutrition.

Thank you for supporting the health and wellbeing of our Karori Kids whānau.

Final Message

Thank you so much for the continued support you have shown to Karori Kids. We would especially like to acknowledge our committee, whose unwavering commitment and support to the teaching team play a vital role in strengthening our centre and enhancing the service we provide to our community.

"He aha te mea nui o te ao? He tāngata, he tāngata, he tāngata!"What is the most important thing in the world? It is people, it is people, it is people!